As I reflect on my instructional practice I chose in the beginning of this class I can still say that most of what I do goes along with the constructivist theory. I enjoy using group activities to teach information, however I would like to incorporate more technology into the cooperative learning. I truly believe that students can learn a lot through working with one another and with the use of technology. This course has presented so many different forms of technology that I can use in my classroom. The VoiceThread program is definitely something I will be using in my classroom this coming year. It is a great chance to students to share what they know through pictures, websites and other information. Virtual field trips are also a great way for students to learn a lot about a topic without leaving the comfort of the classroom.
Concept mapping with Inspiration and Kidspiration are also a great teaching tool for my classroom. The concept maps get to the main ideas and do not include information that is not necessary; they are more to the point! My students struggle with processing too much information at one time, so to break it down into a concept map is a great way to help students gain the knowledge they need instead of over kill of information.
My long term goals for this coming year will be to use MORE technology as well as use DIFFERENT tools to present information. My days of PowerPoint are over! I love the program, but with so many other options it would be crazy to not at least use them once and a while. I have a SMART board in my classroom and I can do a lot with it. It really is important for students to learn how to use the different technology tools that are available to them. Teachers can increase the use of technology and in turn increase student engagement.
Students have different learning styles and all of the tools we were presented with during this class can touch on so many different ones. They can help the visual and auditory learners. Dr. Orey explains that using pictures instead of words can help increase student understanding. Photostory or VoiceThread can incorporate pictures with talking, which can appeal to the auditory learner. I am very excited to use the programs in class!!
Overall I have gained a lot from this class and have gained a lot of perspective on making my lessons more appealing to all my students. I want to make learning fun for my students and technology gives me a chance to let them get more hands on and active in the classroom. After taking this course I am very excited to start this coming school year so that I can use what I have learned to get my students excited about learning!
Orey, M.(Ed.). (2001). Emerging perspectives on learning, teaching, and technology.
Retrieved from http://projects.coe.uga.edu/epltt/.
Sunday, August 22, 2010
Sunday, August 1, 2010
VoiceThread
Here is the link to my VoiceThread on the enforcement of a school wide uniform!
voicethread.com/share/1261843/
voicethread.com/share/1261843/
Wednesday, July 28, 2010
Connectivism and Social Learning in Practice
Cooperative learning groups is an easy way to describe the social learning theory. I have found that when students work in groups they really do learn more than I anticipate. I will admit that at first when group work is assigned their needs to be A LOT of structure. Students can get off task and off topic very easily. They need to learn that when they are working in groups there actually needs to be work going on! This can be a difficult task at times. If the information they are learning about does not interest them, then it makes it even more difficult to keep focus. This is where I believe technology comes in! If the integration of technology can keep students engaged and on topic then why would teachers not want to use it?! Bringing in multimedia projects and ideas like Webquests can really spice up a lesson. They encourage students to "focus on using information rather than looking for it.."(Pitler, et al. p. 146). It is so important that students see what they are learning in action and understand why it is they are learning about it. I have used Microsoft Publisher in my classes and the students love that chance to use their creativity to make something! It is so easy for them to follow and a great opportunity for group work as well.
Other ideas for students to use that go along with connectivisim are the social networking sites and web pages. Things like Skype give everyone a chance to connect to people around the world. It is a chance to collaborate and communicate with one another in a quick, easy way. Of course, this cannot be done with all age groups so I would say that the age level of students would need to be looked at before using the program. It would be great to use it in the classroom and we are trying this out during the school year to see how it works! I hope that it is effective in collaborating with other teachers and students across our district.
Overall, students NEED to socialize throughout the school day. When teachers use group work in the classroom it gives them a chance to communicate with their peers and share what they know. Yes, if they are off topic they need a teacher (the facilitator) to help get them back on track, but keeping them engaged with fun lessons and group assignments will hopefully hold their interest!
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Other ideas for students to use that go along with connectivisim are the social networking sites and web pages. Things like Skype give everyone a chance to connect to people around the world. It is a chance to collaborate and communicate with one another in a quick, easy way. Of course, this cannot be done with all age groups so I would say that the age level of students would need to be looked at before using the program. It would be great to use it in the classroom and we are trying this out during the school year to see how it works! I hope that it is effective in collaborating with other teachers and students across our district.
Overall, students NEED to socialize throughout the school day. When teachers use group work in the classroom it gives them a chance to communicate with their peers and share what they know. Yes, if they are off topic they need a teacher (the facilitator) to help get them back on track, but keeping them engaged with fun lessons and group assignments will hopefully hold their interest!
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Wednesday, July 21, 2010
Constructivism in Practice
After reading and listening to this week’s resources I found myself drawn to a lot of the information because it really related to my content area, Science. When I see the word “hypotheses” I automatically think of it as a Science term. However, students are making hypotheses daily, no matter what content area they are in and they are drawing conclusions based on their ideas/opinions. Regardless of the subject matter, “when students generate and test hypotheses, they are engaged in complex mental processes, applying content knowledge like facts and vocabulary, and enhancing their overall understanding of the concept,” (Pitler et al., 2007, p. 202). The goal is that students are actively involved in their learning and what better way to do that then to get them thinking and hypothesizing! Data collection goes along hand in hand with the idea of hypothesizing because they need to be able to draw conclusions and to do that they have to have evidence. Data collection tools and spreadsheet software mentioned in this week’s resources are great tools to help students get involved in the learning process. I use data collections frequently in my classroom and as we continue to get more and more technology available to us the more I can have the students use it. We have several computers for student use and I can begin to incorporate the digital spreadsheets like Excel into my class. A lot of my students use the Excel program when they are working on their science fair projects. Those projects are student centered and they are in charge of what they are actually learning from the project. If they do not gather the data, make a hypothesis, record their data, draw and analyze what they discovered then the entire science fair project is a failure. They are responsible for being an active learner.
Students are very capable of using technology in their every day life so incorporating it into the classroom will get students engaged in what they are learning about. Since the main focus of the constructionist learning theory is getting the students involved in their learning and “constructing things”. In “Using Technology with Classroom Instruction that Works” the use of data collection tools seem to be very resourceful for students and teachers. “Using data collection tools enables students to see the bigger picture and recognize patterns,” (p. 210.) Again, since I teach science I use data collection often and I can really see students making connections when we are working on an activity and then they can compare the data they collected with other students. They can see that things do not just happen for a reason, that there is logic behind it, and they do see the “bigger picture”.
Another program that is mentioned in the text is, Smog City. This website is a great tool for students when teaching about the effects of pollution and how it effects our environment. Students actually “construct” the “parameters” for the city and can see what the results of their actions are. It is a quick and simple tool for them to play around with all while learning. They are getting involved in what they learning about because they get to decide what happens with this fun and creative website.
If I want to continue to promote a positive and fun learning environment for my students I have to make sure that I am keeping them engaged. I can do this by bringing technology into the classroom like the data processing programs and website mentioned in our resources this week. When students can see the importance of what they are learning and they can get more involved then they will want to succeed!
Resources:
Orey, M.(Ed.). (2001). Emerging perspectives on learning, teaching, and technology.Retrieved July 19, 2010 from http://projects.coe.uga.edu/epltt/.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Students are very capable of using technology in their every day life so incorporating it into the classroom will get students engaged in what they are learning about. Since the main focus of the constructionist learning theory is getting the students involved in their learning and “constructing things”. In “Using Technology with Classroom Instruction that Works” the use of data collection tools seem to be very resourceful for students and teachers. “Using data collection tools enables students to see the bigger picture and recognize patterns,” (p. 210.) Again, since I teach science I use data collection often and I can really see students making connections when we are working on an activity and then they can compare the data they collected with other students. They can see that things do not just happen for a reason, that there is logic behind it, and they do see the “bigger picture”.
Another program that is mentioned in the text is, Smog City. This website is a great tool for students when teaching about the effects of pollution and how it effects our environment. Students actually “construct” the “parameters” for the city and can see what the results of their actions are. It is a quick and simple tool for them to play around with all while learning. They are getting involved in what they learning about because they get to decide what happens with this fun and creative website.
If I want to continue to promote a positive and fun learning environment for my students I have to make sure that I am keeping them engaged. I can do this by bringing technology into the classroom like the data processing programs and website mentioned in our resources this week. When students can see the importance of what they are learning and they can get more involved then they will want to succeed!
Resources:
Orey, M.(Ed.). (2001). Emerging perspectives on learning, teaching, and technology.Retrieved July 19, 2010 from http://projects.coe.uga.edu/epltt/.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Wednesday, July 14, 2010
Cognitivism in Practice
The cognitive learning theory focuses a lot on information processing that takes place in the brain. Dr. Michael Orey discusses how there are the three stages of processing which starts with receiving the information, then transferring to short term memory and eventually falling into the long-term memory. As a teacher, finding the best ways to present the information is going to benefit the students in the long run. While reading through this week’s resources about “cues, questions, and advanced organizers” I realized that there are better ways for me to approach teaching a new topic to my students. It is important for me to focus on what ways I can help my students better process information. For example, the advanced organizers like “Kidspiration” and “Inspiration”, mentioned in “Using Technology with Classroom Instruction that Works” (2007) can be used to introduce topics, brainstorm ideas and organize their thoughts. These kinds of programs offer students the chance to “focus on the essential concepts and themes that will prepare them to learn” (p. 76). They give all the main ideas and topics that will be covered in a short, easy to read and follow map. Using the graphic organizer digitally “allows learners to add and organized information as it is being introduced” (p.79). I like this idea because it gives them the chance to put ideas together and see how what they are learning about is all connected. The graphic organizer also serves as a visual aid for students to have in front of them instead of just hearing what is being taught, which a main focus of cognitive learning is verbal and visual learning.
When dealing with “note-taking” and “summarizing” and the cognitive learning theory it is important to keep what is being taught manageable for the learner. Students cannot process too many ideas at one time, so giving students “teacher-prepared notes” will help keep students on track and more organized with the topic as it is being taught. I often use PowerPoint when giving notes and I will give students a summary page at the beginning of the unit to go over what will be covered in the notes for the day. I leave space under each headliner where they can fill in information. However, I really like the idea of using “Inspiration” and making a template for each student to use while the notes are taking place. They can follow along while we are discussing and fill in the sections that are relevant to the topic. Incorporating this type of digital note-taking will keep students engaged and in my opinion interested because they will be using computers and graphic organizers in a fun way. They can be creative with their graphic organizer and make things like vocabulary words stand out by adding shapes and figures. The “Inspiration” and “Kidspiration” programs will give students a chance to learn in a creative and functional way.
Laureate Education, Inc. (Producer). (2009). Cognitive Learning Theories. (Motion Picture)
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
When dealing with “note-taking” and “summarizing” and the cognitive learning theory it is important to keep what is being taught manageable for the learner. Students cannot process too many ideas at one time, so giving students “teacher-prepared notes” will help keep students on track and more organized with the topic as it is being taught. I often use PowerPoint when giving notes and I will give students a summary page at the beginning of the unit to go over what will be covered in the notes for the day. I leave space under each headliner where they can fill in information. However, I really like the idea of using “Inspiration” and making a template for each student to use while the notes are taking place. They can follow along while we are discussing and fill in the sections that are relevant to the topic. Incorporating this type of digital note-taking will keep students engaged and in my opinion interested because they will be using computers and graphic organizers in a fun way. They can be creative with their graphic organizer and make things like vocabulary words stand out by adding shapes and figures. The “Inspiration” and “Kidspiration” programs will give students a chance to learn in a creative and functional way.
Laureate Education, Inc. (Producer). (2009). Cognitive Learning Theories. (Motion Picture)
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Wednesday, July 7, 2010
Behaviorism and Instructional Technology in the Classroom
Looking through this weeks readings in “Using Technology with Classroom Instruction that Works” and watching Dr. Orey discuss the behaviorist learning theory showed me that a lot of what is done in the classroom on a regular basis relates to the ideas offered in the readings. I teach middle school, therefore, the idea of “drill and practice” is used frequently in all of their classes. We as teachers need to make sure that the students are clear on what is expected of them no matter what kind of activity they are working on. Offering positive feedback to students will encourage them to continue to work hard. This is especially true when dealing with instructional technology like tutorial programs or other computer programs. Often when working with tutorial programs they will be working alone and need to be self-motivated to get the work done. Giving students praise for doing well in class will encourage them to turn in quality work and use their time in class to be successful. It is important that they are learning from the computer programs not just “playing”. Reinforcing topics covered in class through a computer activity is a great way to increase student learning. A great website that is mentioned in the class text is called “Flashcard Exchange” which is a virtual flashcard activity. Students can access this at home and parents can use it to review with them! It could also be used for a homework assignment/study tool since homework is often given as a reinforcement tool. After all Pitler, Hubbell, Kuhn and Malenoski , “homework and practice give students a chance to review and apply what they have learned” (p. 187). I look forward to using this program in my class next school year.
Another program that I mentioned in my discussion this week that I use weekly is “BrainPOP”, which has several activities that students can use and teachers. It has a lot of great instructional tools that can be used in class and it offers interactive activities that can be done with students individually or as a large group. When students are working with programs such as this it is important that teachers are facilitating the learning and making sure that students are exhibiting positive behavior while they are working. If students are watching the video as a whole group it may be a good idea to take the interactive quiz as a whole at the end and allow students to talk amongst each other to come up with the answers. It is an easy way to give a participation grade and those that cannot behave and work cooperatively would have consequences like the behaviorist theory suggests. If they are not demonstrating good behavior then they are not going to be effectively learning or retaining information. It is also a great way to review information covered in class because a lot of the videos cover a unit that is taught over the course of a month or so. They can review what was taught in a short video clip and see how it can be presented to them differently.
My hope is that incorporating interactive and instructional technology will increase student participation in class. The more they want to participate in activities the higher chance they have of retaining information being taught. Giving students the opportunity to explore different websites like, “Kitchen Chemistry” and “Hurricane Strike!” will hopefully peak their interest and make them want to learn more. The “Kitchen Chemistry” gives them a chance to work with virtual experiments as well as teach them about the differences between acids and bases. If they practice with the virtual experiments they can begin to develop an understanding of the difference between an acid and base. The “Hurricane Strike!” website is a tutorial that ultimately leads to students being able to determine the path of a hurricane. They can begin to learn to make predictions about hurricanes and how they travel. These types of websites give the appeal of a “drill and practice” because they can practice determining how a hurricane moves or how acids and bases work and then when they return to the website at a later date they can recall what they did the previous time and base their decisions on that. I think they can be used as a remediation tool as well.
Web resources are a great tool that can be used for practice, remediation and recalling information. They can often be accessed at home and parents can follow what their children are doing with the program. They are a great study tool for students to use as review before a test. Game based programs offer students incentives because after they do the “work” they get to play a game that correlates with the material that is covered. According to Pitler, Hubbell, Kuhn and Malenoski, “Online educational games have an inherent appeal and generate immediate feedback that allows a student, parent and teacher to monitor progress toward master” (p. 195).For example, when students are learning how to type they have a program that teaches the skills and then the skills are reinforced with a “game” where they have to get a certain amount of words typed correctly and quickly. It looks just like a game they would play on Playstation or Xbox, so they really seem to enjoy it!
Anytime you can get students to enjoy what they are learning you have successfully taught them something. They remember the activities that catch their interests and relate to them. It is important to bring those types of things into the classroom and these days it seems like interactive technology is the way to go!
Resource:
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Another program that I mentioned in my discussion this week that I use weekly is “BrainPOP”, which has several activities that students can use and teachers. It has a lot of great instructional tools that can be used in class and it offers interactive activities that can be done with students individually or as a large group. When students are working with programs such as this it is important that teachers are facilitating the learning and making sure that students are exhibiting positive behavior while they are working. If students are watching the video as a whole group it may be a good idea to take the interactive quiz as a whole at the end and allow students to talk amongst each other to come up with the answers. It is an easy way to give a participation grade and those that cannot behave and work cooperatively would have consequences like the behaviorist theory suggests. If they are not demonstrating good behavior then they are not going to be effectively learning or retaining information. It is also a great way to review information covered in class because a lot of the videos cover a unit that is taught over the course of a month or so. They can review what was taught in a short video clip and see how it can be presented to them differently.
My hope is that incorporating interactive and instructional technology will increase student participation in class. The more they want to participate in activities the higher chance they have of retaining information being taught. Giving students the opportunity to explore different websites like, “Kitchen Chemistry” and “Hurricane Strike!” will hopefully peak their interest and make them want to learn more. The “Kitchen Chemistry” gives them a chance to work with virtual experiments as well as teach them about the differences between acids and bases. If they practice with the virtual experiments they can begin to develop an understanding of the difference between an acid and base. The “Hurricane Strike!” website is a tutorial that ultimately leads to students being able to determine the path of a hurricane. They can begin to learn to make predictions about hurricanes and how they travel. These types of websites give the appeal of a “drill and practice” because they can practice determining how a hurricane moves or how acids and bases work and then when they return to the website at a later date they can recall what they did the previous time and base their decisions on that. I think they can be used as a remediation tool as well.
Web resources are a great tool that can be used for practice, remediation and recalling information. They can often be accessed at home and parents can follow what their children are doing with the program. They are a great study tool for students to use as review before a test. Game based programs offer students incentives because after they do the “work” they get to play a game that correlates with the material that is covered. According to Pitler, Hubbell, Kuhn and Malenoski, “Online educational games have an inherent appeal and generate immediate feedback that allows a student, parent and teacher to monitor progress toward master” (p. 195).For example, when students are learning how to type they have a program that teaches the skills and then the skills are reinforced with a “game” where they have to get a certain amount of words typed correctly and quickly. It looks just like a game they would play on Playstation or Xbox, so they really seem to enjoy it!
Anytime you can get students to enjoy what they are learning you have successfully taught them something. They remember the activities that catch their interests and relate to them. It is important to bring those types of things into the classroom and these days it seems like interactive technology is the way to go!
Resource:
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Saturday, June 26, 2010
A chance to change!
In what ways has this course helped you to develop your own technology skills as a professional teacher?
This course has opened my eyes to some new and creative ways to use technology in the classroom. I love the idea of blogging and group wiki's for classroom use. My students are so in touch wtih technology and have the access that I feel like I would be letting them down if I did not use it more in the classroom. I have also learned more about how school districts and government agencies are pushing for more use of 21st century skills like group projects and technology usage.
In what ways have you deepened your knowledge of the teaching and learning process?
I have realized that with all of the technology at my fingertips I need to utilize it more often with my students. They know a lot about computers and such, so incoporating that in the learning environment will make the experience better for them and allow me to teach them what I know about technology. Teaching is not just standing in front of the class reading and giving notes, we need to teach them skills that they can use in the real world as well.
In what ways have you changed your perspective from being teacher-centered to learner-centered?
Learning centered or student centered should be the main focus of teachers. It is not teaching to just give them the answers when they are having a difficult time, helping them find ways to get to the answer is teaching. If they don't know what a word means, telling them the meaning is not as useful as having them use a dictionary to look it up. They need to understand where information comes from and that you (the teacher) does not know everything. Students need to take charge and be responsible for their learning. They should not get to sit back and be handed grades and information. They need to work for it!
In what ways can you continue to expand your knowledge of learning, teaching, and leading with technology with the aim of increasing student achievement?
I can continue to expand my knowledge of the teaching profession by taking part in professional development activities as well as continuing my education. Things change rapidly over the years so it is important to stay on top of the things. Reading and researching up and coming technology can also help give teaching stratgies and ideas. The professional development that is offered to teachers can be so beneficial if people take the opportunity to take part in it. Regardless of how many years I have taught I am still willing to learn and hear what others have to share with me because you can learn from one another!
Set two long-tem goals (within two years) for transforming your classroom environment by which you may have to overcome institutional or systemic obstacles in order to achieve them. How do you plan to accomplish these goals?
My first long term goal is to have students answer a weekly question through a blog. I want to post a question a week and have students respond to them through their very own blog or even wiki. I want students to understand the importance of technology and how it helps us communicate. I am capable of incorporating this next year because so many of my students have access to the Internet. I will have to accomdate some students, but if I have the opportunity to try this out next school year I will. My prinicpal will have to get on board with this because some parents may not want their children creating a blog, but I think once they see how it will be used, they will all be supportive.
My second long term goal is to have students create more technological projects. I have them create PowerPoints, but Moodle is a great resource and so is our E-chalk system that we use now. I would like to utlizie our system we have now more. Students can email teachers and save assignments to their page, but none of them use it to submit projects/papers/homework. I would like to have them begin doing that as well next year. Again, no teachers at my school currently use this program for electronic submission of assignments, but we have discussed it. I hope to push for that next year so that we can start using it school wide!
This course has opened my eyes to some new and creative ways to use technology in the classroom. I love the idea of blogging and group wiki's for classroom use. My students are so in touch wtih technology and have the access that I feel like I would be letting them down if I did not use it more in the classroom. I have also learned more about how school districts and government agencies are pushing for more use of 21st century skills like group projects and technology usage.
In what ways have you deepened your knowledge of the teaching and learning process?
I have realized that with all of the technology at my fingertips I need to utilize it more often with my students. They know a lot about computers and such, so incoporating that in the learning environment will make the experience better for them and allow me to teach them what I know about technology. Teaching is not just standing in front of the class reading and giving notes, we need to teach them skills that they can use in the real world as well.
In what ways have you changed your perspective from being teacher-centered to learner-centered?
Learning centered or student centered should be the main focus of teachers. It is not teaching to just give them the answers when they are having a difficult time, helping them find ways to get to the answer is teaching. If they don't know what a word means, telling them the meaning is not as useful as having them use a dictionary to look it up. They need to understand where information comes from and that you (the teacher) does not know everything. Students need to take charge and be responsible for their learning. They should not get to sit back and be handed grades and information. They need to work for it!
In what ways can you continue to expand your knowledge of learning, teaching, and leading with technology with the aim of increasing student achievement?
I can continue to expand my knowledge of the teaching profession by taking part in professional development activities as well as continuing my education. Things change rapidly over the years so it is important to stay on top of the things. Reading and researching up and coming technology can also help give teaching stratgies and ideas. The professional development that is offered to teachers can be so beneficial if people take the opportunity to take part in it. Regardless of how many years I have taught I am still willing to learn and hear what others have to share with me because you can learn from one another!
Set two long-tem goals (within two years) for transforming your classroom environment by which you may have to overcome institutional or systemic obstacles in order to achieve them. How do you plan to accomplish these goals?
My first long term goal is to have students answer a weekly question through a blog. I want to post a question a week and have students respond to them through their very own blog or even wiki. I want students to understand the importance of technology and how it helps us communicate. I am capable of incorporating this next year because so many of my students have access to the Internet. I will have to accomdate some students, but if I have the opportunity to try this out next school year I will. My prinicpal will have to get on board with this because some parents may not want their children creating a blog, but I think once they see how it will be used, they will all be supportive.
My second long term goal is to have students create more technological projects. I have them create PowerPoints, but Moodle is a great resource and so is our E-chalk system that we use now. I would like to utlizie our system we have now more. Students can email teachers and save assignments to their page, but none of them use it to submit projects/papers/homework. I would like to have them begin doing that as well next year. Again, no teachers at my school currently use this program for electronic submission of assignments, but we have discussed it. I hope to push for that next year so that we can start using it school wide!
Sunday, June 6, 2010
Use of Technology
After speaking with students in the classroom about their use and knowledge of technology I was very impressed with the amount of kids that have access to technology. Many of my students have a cell phone and a computer with Internet access at home. I took a poll from one class and 98% had a cell phone and 90% had a computer with Internet access. Those that had a computer but did not have Internet access said they still play some sort of computer game though.
Many students also had some sort of gaming system. Whether it be an oldie but a goodie, Nintendo, they had a Wii, an X-box, Playstation or Nintedo DS. When I asked them about how often they used their technology for school purposes several said only when they had to do a research project. For example, they discuss how they had an animal project in Language Arts class where they had to learn about the habitat and life of an animal through research and then write a paper about it. Many said they had time at school to work on this so using the Internet at home was not necessary.I find it so hard to believe that so many young kids have so much access to technology.
A student in my class has their very own Ipad. It is such an expensive piece of equipment I cannot help but wonder why a parent would feel the need to buy something of that nature for an 11 year old! I remember when I had my first cell phone when I was 17 years old. Students at 17 years old now have had a cell phone since they were 6 and have had every gaming system created in the past 10 years!I think that students need to start realizing the importance of technology as well as see how lucky they are to have constant access to that. They need to appreciate that they can get on the Internet at almost any time and make a phone call to anyone they want, whenever they want for the most part.
Technology is constantly changing and having an impact on how we teach. Giving students research projects where they get to use technology will only help them in the long run. Learning to surf the web and find websites that are authentic and real is so important for them to learn. They need to see that it is not just for fun and social networking all the time! Regardless of what you teach, finding ways to incorporate the Internet and/or other technology will help students grow to realize that being able to have this kind of access is a privilege!
http://katiegrote.podbean.com/
Many students also had some sort of gaming system. Whether it be an oldie but a goodie, Nintendo, they had a Wii, an X-box, Playstation or Nintedo DS. When I asked them about how often they used their technology for school purposes several said only when they had to do a research project. For example, they discuss how they had an animal project in Language Arts class where they had to learn about the habitat and life of an animal through research and then write a paper about it. Many said they had time at school to work on this so using the Internet at home was not necessary.I find it so hard to believe that so many young kids have so much access to technology.
A student in my class has their very own Ipad. It is such an expensive piece of equipment I cannot help but wonder why a parent would feel the need to buy something of that nature for an 11 year old! I remember when I had my first cell phone when I was 17 years old. Students at 17 years old now have had a cell phone since they were 6 and have had every gaming system created in the past 10 years!I think that students need to start realizing the importance of technology as well as see how lucky they are to have constant access to that. They need to appreciate that they can get on the Internet at almost any time and make a phone call to anyone they want, whenever they want for the most part.
Technology is constantly changing and having an impact on how we teach. Giving students research projects where they get to use technology will only help them in the long run. Learning to surf the web and find websites that are authentic and real is so important for them to learn. They need to see that it is not just for fun and social networking all the time! Regardless of what you teach, finding ways to incorporate the Internet and/or other technology will help students grow to realize that being able to have this kind of access is a privilege!
http://katiegrote.podbean.com/
Wednesday, May 26, 2010
21st Century Skills...
I found The Partnership for 21st Century Skills website to be extremely user friendly. My first impression was that there was a lot going on and I needed to figure out what I wanted to look at first. However, it was very easy to navigate through all of the different materials and resources that were available. I really liked the section called “Route 21” where they had an interactive part of the website. It was neat to be able to click on the “Three R’s and four C’s” and be linked directly to information regarding that certain resource. It was also interesting to look at the different states that utilize the partnership for the 21st century skills in their states. I think it is a great initiative, because students do need to be prepared to collaborate, problem solve, learn communication skills etc. to be able to succeed in the growing/demanding/global work force.
The information that surprised me the most were all of the different sponsors and members of P21. They have textbook companies (McGraw-Hill), the computer industry (Microsoft) and they have several of each. ALL of the companies and organizations work together to provide the common goals that P21 is looking for in schools. They all support students and them learning about businesses, communities, government organizations and education.
I am very surprised that the ideas that P21 are offering are not instilled in all school districts. They are trying to teach students life skills like collaboration, communication and partnerships. All of these are used daily in the classroom, but sometimes they are not presented in an effective way. It seems that the goals, guidelines and standards that are laid out on the website make it very easy to figure out what needs to be done in the classroom for this to be successful.
I can honestly say that the time I spent looking at the website, I found nothing to disagree with. How could I not support their mission, which is to prepare and ready students to learn how to collaborate, communicate and build relationships with others in workplaces? The support of government agencies and big businesses/corporations all pushing “to create an education system that best prepares today’s students for tomorrow’s workplace”, is only going to increase our students understanding of how it all works (http://www.p21.org/index.php).
This website and the ideas presented on it is something that all education, administrators and even parents should look into. It promotes positive learning and innovation, which is something students should strive to do anyways. We have a tool available to us with this website and it can help prepare our students for the “real world”! My students need to understand the importance of being prepared and ready to succeed in the workplace. They may only be in middle school, but it is never too early to start promoting a positive and constructive work ethic.
The information that surprised me the most were all of the different sponsors and members of P21. They have textbook companies (McGraw-Hill), the computer industry (Microsoft) and they have several of each. ALL of the companies and organizations work together to provide the common goals that P21 is looking for in schools. They all support students and them learning about businesses, communities, government organizations and education.
I am very surprised that the ideas that P21 are offering are not instilled in all school districts. They are trying to teach students life skills like collaboration, communication and partnerships. All of these are used daily in the classroom, but sometimes they are not presented in an effective way. It seems that the goals, guidelines and standards that are laid out on the website make it very easy to figure out what needs to be done in the classroom for this to be successful.
I can honestly say that the time I spent looking at the website, I found nothing to disagree with. How could I not support their mission, which is to prepare and ready students to learn how to collaborate, communicate and build relationships with others in workplaces? The support of government agencies and big businesses/corporations all pushing “to create an education system that best prepares today’s students for tomorrow’s workplace”, is only going to increase our students understanding of how it all works (http://www.p21.org/index.php).
This website and the ideas presented on it is something that all education, administrators and even parents should look into. It promotes positive learning and innovation, which is something students should strive to do anyways. We have a tool available to us with this website and it can help prepare our students for the “real world”! My students need to understand the importance of being prepared and ready to succeed in the workplace. They may only be in middle school, but it is never too early to start promoting a positive and constructive work ethic.
Saturday, May 8, 2010
Welcome
Hey ya'll! I am Katie (Teresa is my legal name) Grote and I am a 7th grade Science teacher in South Carolina. I moved down south about three years ago from Ohio where my family lives. I have been teaching down here for three years and my school year is over in thirteen more days! We start early in August and get out late in May. It makes for a quick school year! I have been teaching at my current school for only a year. We had budget cuts in my old school district and I was not waiting around to lose my job so I went searching and found a home at my current school. I could not be more happy with my decision to switch districts. My new school has really brought me up to date with technology with all of the different resources we have. I have a SMART interactive white board in my room with a projector, laptop computer and also three desk computers for student use. I have never been so fortunate to work with all this technology. I am hoping to learn more and more about technology so I can make class interesting and fun for the kids! I teach middle schoolers, so they are of course all up to date on the techno world, so I need to keep up with them!
I wonder how will technology change the regular classroom over the next few years?
Technology is always changing and everything is becoming virtual, so how will the classroom, teachers and students be affected by this?
Are teachers replaceable by computers and viritual classrooms?!
What are your thoughts on this?
I wonder how will technology change the regular classroom over the next few years?
Technology is always changing and everything is becoming virtual, so how will the classroom, teachers and students be affected by this?
Are teachers replaceable by computers and viritual classrooms?!
What are your thoughts on this?
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