Dear Administrator,
While searching on the internet I stumbled upon a instructional website that I think would be great for this school. The website is downloadable and is called www.teachertube.com . Teacher tube is similar to that of YouTube being that it is a video sharing website, but it differs because it is generated mostly by educators used to teach various educational topics. While on the site, I found several videos about the different types of American cultures and how to do multiplication which are related to topics that I am currently teaching. Another great aspect of this site is that it has a rating system. This system allows viewers to rate whether each video is helpful or not. As far as being safe for students, the website has taken precaution by allowing viewers to flag material that may be inappropriate. Once a video is flagged it is reviewed by the administrator to be determined if it should be removed.
I see teacher tube as being a great resource in the classroom with many benefits. One being that it will keep students engaged in the material because students would much rather view a video than read out of their textbook. Also, teacher tube allows me, the teacher, to check for videos related to specific content areas. These videos can be viewed as an instructional resource to help students learn. Another great benefit is that students have the option to create and submit videos as classroom projects for a large audience to view. Finally by using teacher tube in the classroom is just a great way to for students to learn content by using something they love---technology.
Please take to time to review the website so you can see firsthand all the wonderful things Teacher Tube has to offer. I will be looking forward to hearing your response about this new and exciting instructional tool during our next staff meeting.
Thanks,
Ms. Jackson
Thursday, May 28, 2009
Tuesday, May 26, 2009
Updated Technology Autobiography
Okay, so it has been roughly two weeks since I began taking thisteaching with technology course. Before this course, I barely used technology in any of my lessons and when I did I, stuck to thebasics…overheard, projector, smart board. This course has opened upmy mind to all the new emerging technology that is out there forteachers to use on a regular basis. For example, I learned aboutblogging, Wiki, Flickr, MovieMaker, Podcasts, RSS, Skype, Twitter, and the list goes on. Most of these I never even heard of or even alone experienced for myself. As of this moment, I overwhelmed with all thenew information about technology that I have learned about in such ashort amount of time.
Now since I am familiar with different types of emerging technology, Ican begin to incorporate them into my lessons when I student teach. Itook my first step when I created the matrix for this course. I enjoyed creating lesson plans using the different types of technology. This actually gave me the opportunity to revisit the types of technology thatI liked the most and thought were going to be the most beneficial to mein the elementary classroom. For example, I like the idea of blogging, using MovieMaker, Flickr, and the search engine soople.
This course has also helped me to boost my confidence in using technology in my lessons. Beforehand, I was skeptical about using teacher based technology in the classroom because I only knew the basic functions of the most general technology available. Also, I would have never taught a lesson that involved students using technology because I was too nervous that the students would ask questions about the software that I would not know how to answer or the technology would not work leaving my lesson in shambles. Since taking this course and learning about the differenty types of free software and technology available, I feel like like I’ve been exposed to the tools needed to create awesome lesson plans that integrate different types of emerging technology.
Now since I am familiar with different types of emerging technology, Ican begin to incorporate them into my lessons when I student teach. Itook my first step when I created the matrix for this course. I enjoyed creating lesson plans using the different types of technology. This actually gave me the opportunity to revisit the types of technology thatI liked the most and thought were going to be the most beneficial to mein the elementary classroom. For example, I like the idea of blogging, using MovieMaker, Flickr, and the search engine soople.
This course has also helped me to boost my confidence in using technology in my lessons. Beforehand, I was skeptical about using teacher based technology in the classroom because I only knew the basic functions of the most general technology available. Also, I would have never taught a lesson that involved students using technology because I was too nervous that the students would ask questions about the software that I would not know how to answer or the technology would not work leaving my lesson in shambles. Since taking this course and learning about the differenty types of free software and technology available, I feel like like I’ve been exposed to the tools needed to create awesome lesson plans that integrate different types of emerging technology.
Monday, May 25, 2009
Response to Chapter 9
This chapter was my least favorite in the entire book. Many of the ideas were those that had already been presented throughout the book. Therefore I do not have much to say but that I agree with and accept the big shifts in technology. My only question is why at the end of the MAT program am I just now taking this course? It seems as though Teaching with Technology should be one of the first few courses that future teachers should take. I think that technology is extremely important to integrate in the classroom, so it seems like the knowledge gained from this course would have been extremely beneficial in my methods courses. If I would have familiar with all the free technology available for teachers to use to support their lessons, I could have already been implementing the use of technology in my lessons. Therefore, I think that UofL should require all student teachers to take this course in the beginning of their program so that they can get practice using their knowledge throughout the entire program.
Response to Chapter 6
Chapter 6:
I have been using the social web for a few years now. I am addicted to Facebook! I post pictures and I frequently update my status. Though I doubt Facebook would ever be used in the classroom, I never imagined using social sites such as Twitter for educational purposes. The book lists several ways Twitter can be used in the classroom. For example, a teacher could post a short question in their Twitt and could use the cell phone feature to get instant feedback from students. I personally would never use Twitter in my elementary classroom, but I could see maybe how it could be integrated into high school courses. Though Twitter can be used for educational purposes, if teachers choose to use the site in their classroom I think they run the risk of students getting distracted by following others that may not be appropriate.
This chapter also spends a great deal of time discussing social benchmarking services. I absolutely love the idea of using Diigo to save links, while having the option to add comments for later usage. The great thing about this is having the option to access the material from anywhere that has an internet connection. As of matter of fact, I after reading this chapter I started my own account. This has the potential to be a great resource to use throughout my teaching career.
I have been using the social web for a few years now. I am addicted to Facebook! I post pictures and I frequently update my status. Though I doubt Facebook would ever be used in the classroom, I never imagined using social sites such as Twitter for educational purposes. The book lists several ways Twitter can be used in the classroom. For example, a teacher could post a short question in their Twitt and could use the cell phone feature to get instant feedback from students. I personally would never use Twitter in my elementary classroom, but I could see maybe how it could be integrated into high school courses. Though Twitter can be used for educational purposes, if teachers choose to use the site in their classroom I think they run the risk of students getting distracted by following others that may not be appropriate.
This chapter also spends a great deal of time discussing social benchmarking services. I absolutely love the idea of using Diigo to save links, while having the option to add comments for later usage. The great thing about this is having the option to access the material from anywhere that has an internet connection. As of matter of fact, I after reading this chapter I started my own account. This has the potential to be a great resource to use throughout my teaching career.
Response to Chapter 8
Chapter 8:
About a year ago I watched a Dateline story about using iPods in the classroom. During this segment, the interviewer introduced Podcasting as new and emerging technology that could be extremely useful in classrooms around the world. Like many other forms of technology, I never created a Podcast until this course. At first I was skeptical about Podcast because I did not fully understand their purpose in the elementary classroom. I also thought that it would be too complicated to implement within my classroom. After reading this chapter I was able to recognize how beneficial Podcasts could be. For example the author mentions that a Social Studies teacher could have students do oral histories, interviews, or reenactments of historical events. I also like the idea that teachers could record important lessons and post them to their weblog for students to have access to. This could benefit students who were absent for the day or even students who need to revisit the material to gain greater understanding of the content. My question is how many students would actually listen to the Podcast outside of school?
About a year ago I watched a Dateline story about using iPods in the classroom. During this segment, the interviewer introduced Podcasting as new and emerging technology that could be extremely useful in classrooms around the world. Like many other forms of technology, I never created a Podcast until this course. At first I was skeptical about Podcast because I did not fully understand their purpose in the elementary classroom. I also thought that it would be too complicated to implement within my classroom. After reading this chapter I was able to recognize how beneficial Podcasts could be. For example the author mentions that a Social Studies teacher could have students do oral histories, interviews, or reenactments of historical events. I also like the idea that teachers could record important lessons and post them to their weblog for students to have access to. This could benefit students who were absent for the day or even students who need to revisit the material to gain greater understanding of the content. My question is how many students would actually listen to the Podcast outside of school?
Sunday, May 24, 2009
Response to Chapter 4
Chapter 4:
Wikipedia is the greatest, quick research tool to man! I must admit anytime I research a topic I type it into Google and look for the Wikipedia link. This may sound stupid, but until this class I did not know that Wikipedia was created by regular individuals and constantly updated by other random people. I always assumed that since Wikipedia was a .org website, then it could be used a reliable resource. Since I’ve learned that anyone can edit Wikipedia, I have been skeptical of the information that I gather from the website. Because I know several professors will not allow you to cite Wikipedia as a source because of accuracy, I was actually shocked to see that 4 out of 5 experts say Wikipedia entries are accurate, informative, and a great resource. Honestly, I’ve never checked Wikipedia to see if the information given was correct or not. Along with the vast majority of individuals, I believe Wikipedia is the new “IT” for quick information. In my classroom I will definitely allow students to use Wikipedia in their research, as long as they find other documentation that supports it.
Wikipedia is the greatest, quick research tool to man! I must admit anytime I research a topic I type it into Google and look for the Wikipedia link. This may sound stupid, but until this class I did not know that Wikipedia was created by regular individuals and constantly updated by other random people. I always assumed that since Wikipedia was a .org website, then it could be used a reliable resource. Since I’ve learned that anyone can edit Wikipedia, I have been skeptical of the information that I gather from the website. Because I know several professors will not allow you to cite Wikipedia as a source because of accuracy, I was actually shocked to see that 4 out of 5 experts say Wikipedia entries are accurate, informative, and a great resource. Honestly, I’ve never checked Wikipedia to see if the information given was correct or not. Along with the vast majority of individuals, I believe Wikipedia is the new “IT” for quick information. In my classroom I will definitely allow students to use Wikipedia in their research, as long as they find other documentation that supports it.
Response to Chapters 3, 5, & 7
Chapter 3:
This chapter is a run-on of chapter 2. Boring! Though, I must admit that I like the idea of having my class participating in weblogs. One issue of concern is safety. The author goes in great detail how to control posts from students and comments from others. I wonder if JCPS has access to blogging sites or if they have blocked them all together? The other issue that concerns me is being able to assess the numerous blogs. For example, in primary grades would I just check off if they completed the blog or would I actually grade the blog for their critical thoughts?
Chapter 5:
I had never heard of this type of technology until reading this chapter. The RSS sounds extremely interesting to tryout, but also overwhelming. As mentioned in the book, I guess it will take time to be able to spot the useful information from the not so useful material. The author also lists several ways the RSS can be used by educators. I like the idea that it can be used to gather new research information and even keep track of new posts that students create on their weblogs. The RSS is something that I can definitely see myself using in my classroom.
Chapter 7:
As you may be able to tell, I am not a techno savvy individual. The first time I accessed Flickr was in this class. At first I did not see how it would play a role in the classroom, but by collaborating with others and reading this chapter, I found many useful ways. For example, I love the idea that Flickr can be used to post weekly pictures of classroom activities. This is great for parents to see, especially in elementary. Another cool aspect is Flickr with Google Maps and Google Earth. I had no idea that you can find out where a photo was actually taken. I bet I could create some great geography lessons in the future using these types of technology.
This chapter is a run-on of chapter 2. Boring! Though, I must admit that I like the idea of having my class participating in weblogs. One issue of concern is safety. The author goes in great detail how to control posts from students and comments from others. I wonder if JCPS has access to blogging sites or if they have blocked them all together? The other issue that concerns me is being able to assess the numerous blogs. For example, in primary grades would I just check off if they completed the blog or would I actually grade the blog for their critical thoughts?
Chapter 5:
I had never heard of this type of technology until reading this chapter. The RSS sounds extremely interesting to tryout, but also overwhelming. As mentioned in the book, I guess it will take time to be able to spot the useful information from the not so useful material. The author also lists several ways the RSS can be used by educators. I like the idea that it can be used to gather new research information and even keep track of new posts that students create on their weblogs. The RSS is something that I can definitely see myself using in my classroom.
Chapter 7:
As you may be able to tell, I am not a techno savvy individual. The first time I accessed Flickr was in this class. At first I did not see how it would play a role in the classroom, but by collaborating with others and reading this chapter, I found many useful ways. For example, I love the idea that Flickr can be used to post weekly pictures of classroom activities. This is great for parents to see, especially in elementary. Another cool aspect is Flickr with Google Maps and Google Earth. I had no idea that you can find out where a photo was actually taken. I bet I could create some great geography lessons in the future using these types of technology.
Response to Chapter's 1 & 2
Chapter 1:
As mentioned in Chapter 1, educators are extremely slow to react to all types of technology that could possibly be used in the classroom. It has been my experience from several classrooms that I’ve observed that emerging technology is rarely used. I think that technology in the classroom needs to be maximized since the current generations of students are techno savvy. There are many benefits of using technology in the classroom such as keeping students entertained, engaging students in active learning, increasing software and application skills, and so on. In my opinion, one of the easiest ways teachers can keep up with emerging technology is by attending technology Professional Development (PD) classes.
Also in this chapter, the author discusses keeping students safe when using the internet. I know firsthand that school districts cannot block all inappropriate material on the internet. Therefore I like the idea presented by the author that teachers should teach students the skills they need to navigate the darker sides of the Web. This includes knowing what to do when inappropriate material pops up on the screen and or knowing how to react to the hazardous material.
Chapter 2:
Though this chapter about weblogs was entirely too long and oftentimes repeated itself, I found the information extremely informative. Before this course, I never viewed or used a weblog. Therefore, the book provided several examples of ways a weblog can be useful in the classroom. I loved the idea of creating a class portal, posting a weekly update about what students are doing and achieving, my classes classroom rules, home work assignments, handouts, etc. Though this seems idealistic, I actually wonder how many of my students will have access to the internet
As mentioned in Chapter 1, educators are extremely slow to react to all types of technology that could possibly be used in the classroom. It has been my experience from several classrooms that I’ve observed that emerging technology is rarely used. I think that technology in the classroom needs to be maximized since the current generations of students are techno savvy. There are many benefits of using technology in the classroom such as keeping students entertained, engaging students in active learning, increasing software and application skills, and so on. In my opinion, one of the easiest ways teachers can keep up with emerging technology is by attending technology Professional Development (PD) classes.
Also in this chapter, the author discusses keeping students safe when using the internet. I know firsthand that school districts cannot block all inappropriate material on the internet. Therefore I like the idea presented by the author that teachers should teach students the skills they need to navigate the darker sides of the Web. This includes knowing what to do when inappropriate material pops up on the screen and or knowing how to react to the hazardous material.
Chapter 2:
Though this chapter about weblogs was entirely too long and oftentimes repeated itself, I found the information extremely informative. Before this course, I never viewed or used a weblog. Therefore, the book provided several examples of ways a weblog can be useful in the classroom. I loved the idea of creating a class portal, posting a weekly update about what students are doing and achieving, my classes classroom rules, home work assignments, handouts, etc. Though this seems idealistic, I actually wonder how many of my students will have access to the internet
Thursday, May 14, 2009
Article Reaction: Syncing Up with the iKid
In the article Syncing Up with the iKid: Connecting to the Twenty-First-Century Student, the author raises several great points. One statement that caught my attention was when the author suggests that this generation of students is more like to have cell phones, laptops, and iPods rather than paper and pencils. This is exactly what happened in my field placement last semester. My first grade students never brought in paper or pencils. They relied on the supplies provided by the teacher, but yet several hand held gaming systems were taken away from several students because they were caught using them during instructional time. I must admit I was taken aback by this reoccurring problem, but in a media generation it is to be expected that gadgets are more appealing than having the necessary materials needed to complete school work.
The second issue that commanded my attention was when the author says, “More than 85% of respondents in CDW’s Teachers Talk Tech survey say that while they are adequately trained on Internet, word processing, and email software, 27% have little or no training with integrating computers into lessons.” Again, I completely agree with this statement. In my experience, several teachers that I worked with in the classroom had access to new technology, such as the smart board, but never implemented the technology into their daily lessons. In my opinion I think many teachers do not take advantage of the technology that they have access to. In other words many of their resources are wasted because teachers either do not want to learn how to use and or incorporate the technology into the classroom or would rather stick with the older technology, such as the overhead, that they feel more comfortable using.
Overall, I agree with what the author presents in this article. It is my belief that teachers must use technology within the classroom to help students in the media generation gain greater understanding of the information being presented to them. Besides gaining knowledge, technology also keeps students engaged in the lessons, which in turn cuts down on the amount of off task behavior occurring in the classroom. Therefore, it should be the goal of all teachers to incorporate current use of technology into their daily lessons.
The second issue that commanded my attention was when the author says, “More than 85% of respondents in CDW’s Teachers Talk Tech survey say that while they are adequately trained on Internet, word processing, and email software, 27% have little or no training with integrating computers into lessons.” Again, I completely agree with this statement. In my experience, several teachers that I worked with in the classroom had access to new technology, such as the smart board, but never implemented the technology into their daily lessons. In my opinion I think many teachers do not take advantage of the technology that they have access to. In other words many of their resources are wasted because teachers either do not want to learn how to use and or incorporate the technology into the classroom or would rather stick with the older technology, such as the overhead, that they feel more comfortable using.
Overall, I agree with what the author presents in this article. It is my belief that teachers must use technology within the classroom to help students in the media generation gain greater understanding of the information being presented to them. Besides gaining knowledge, technology also keeps students engaged in the lessons, which in turn cuts down on the amount of off task behavior occurring in the classroom. Therefore, it should be the goal of all teachers to incorporate current use of technology into their daily lessons.
Wednesday, May 13, 2009
Flickr Project
Project: Greater than, Less than or Equals to
Elementary Mathematics (1st grade-Numbers and Operations)
MA-EP-1.1.3
Students will compare (<, >, =) and order whole numbers to whole numbers, decimals to decimals (as money only) and fractions to fractions (limited to pictorial representations).
http://www.flickr.com/photos/38342385@N02/sets/72157618105452128/
Elementary Mathematics (1st grade-Numbers and Operations)
MA-EP-1.1.3
Students will compare (<, >, =) and order whole numbers to whole numbers, decimals to decimals (as money only) and fractions to fractions (limited to pictorial representations).
http://www.flickr.com/photos/38342385@N02/sets/72157618105452128/
Tuesday, May 12, 2009
Research
What do I do when I research?
I honestly only use one technique to research about any topic. I go to google and I type in the subject in the toolbar. Whatever pops up is usually what I use, especially if the information comes from a valid website.
I honestly only use one technique to research about any topic. I go to google and I type in the subject in the toolbar. Whatever pops up is usually what I use, especially if the information comes from a valid website.
Technology Autobiography
I must admit, I am not a very technology savvy person. The first time I experienced a computer with internet access was in 2002 when I entered UofL as an undergraduate student. Then, I began surfing on the internet for entertainment purposes only. Over the years I have managed to learn how to navigate through the internet, but again these skills are basic. As far as using any other forms of technology, I use my cellular phone daily and my digital camera about twice a month. Here recently, within the last four months of being placed in an elementary classroom, I have learned more about technology and its practical use in the classroom, than I had ever imagined.
In my placement I was introduced to the smart board. I quickly learned that the smart board is multifunctional, in the sense that it displays images from the computer or the que viewer and acts as an interactive touch screen. Because my mentor teacher was big on using technology in the classroom, I began to implement the use of technology in the majority of my lessons. For example, in teaching a science lesson about weather, I used an interactive thermometer on the smart board to give students the opportunity to practice reading various temperatures. Also, in one of my phonics lessons, I used the smart board to display an internet site that discussed and displayed an entertaining way for students to learn about and create compound words.
By using the smart board, it has also helped me to realize the importance of technology in the classroom. Not only is using technology entertaining for students, but it also engages students in active learning. There are also other benefits of technology in the classroom, as well. For example, just by having internet access students can be put into groups to do research about different topics. Students could even create a website displaying their knowledge about a particular subject. Students could also use the computer to learn how to use specific software/application programs. Finally, students could get on the internet to take online assessments created by the teacher. Just as I have presented benefits of technology in the classroom, there are also some concerns. For example, students could plagiarize their papers from research found on the internet. Students could also cheat on online assessments by having access to the internet. Finally, students could access material that is inappropriate for them to view. Though there are concerns about using technology in the classroom, I think the benefits outweigh the concerns. Therefore, I support the idea that technology should be used in every classroom.
In my placement I was introduced to the smart board. I quickly learned that the smart board is multifunctional, in the sense that it displays images from the computer or the que viewer and acts as an interactive touch screen. Because my mentor teacher was big on using technology in the classroom, I began to implement the use of technology in the majority of my lessons. For example, in teaching a science lesson about weather, I used an interactive thermometer on the smart board to give students the opportunity to practice reading various temperatures. Also, in one of my phonics lessons, I used the smart board to display an internet site that discussed and displayed an entertaining way for students to learn about and create compound words.
By using the smart board, it has also helped me to realize the importance of technology in the classroom. Not only is using technology entertaining for students, but it also engages students in active learning. There are also other benefits of technology in the classroom, as well. For example, just by having internet access students can be put into groups to do research about different topics. Students could even create a website displaying their knowledge about a particular subject. Students could also use the computer to learn how to use specific software/application programs. Finally, students could get on the internet to take online assessments created by the teacher. Just as I have presented benefits of technology in the classroom, there are also some concerns. For example, students could plagiarize their papers from research found on the internet. Students could also cheat on online assessments by having access to the internet. Finally, students could access material that is inappropriate for them to view. Though there are concerns about using technology in the classroom, I think the benefits outweigh the concerns. Therefore, I support the idea that technology should be used in every classroom.
Subscribe to:
Posts (Atom)
