En fin

December 4, 2009 · Filed under Uncategorized · Tagged , ,

Looking back on our EDTS 523 course, I’ve noticed a pattern. Though we used technology I had used before (Excel, Powerpoint), some I had heard of but never used myself (blogs, wikis, podcasts) and new technology that I had never heard of (Webquests, Inspiration, voicethread, ning, delicious), the effectiveness of every single one of those pieces of technology depends on the user. This is a point that Dr. Ransom stressed to us on a weekly basis, and after having now completed all of our coursework, I can definitely see the value in his statement. This principle applies to teaching tools that are not technological in nature, also. It’s up to us as teachers to evolve our practices so that they are creative, original and engaging.

Another recurring theme throughout this semester has been the emphasis on higher order thinking. For a different class I was taking this semester, we watched a video on how rampant cheating has become among students. Well, one way to debunk this is by requiring tasks that require students to use their own thinking in order to complete the assignment, such as webquests. Memorization and recall have even less of a place in learning now than they did before because a student can look up a random fact on his cell phone faster than he can retrieve the information from his brain. We need to stop wasting our students’ time requiring them to cram and spend more time teaching students HOW to FIND information and then APPLY that information. Technology helps us do that.

To sum up my learning over this semester, I have learned that technology is complementary to education, it is a supplement to good teaching. It will not succeed unless the teacher controlling it is using it effectively. And it is worth a teacher’s time to get familiar with the many services (many which are free) that can truly enhance their teaching and encourage students to produce their own learning.

My motivation to stay on top of the current trends in technology and their uses in the classroom will come from my students because I want to provide them with the best way of learning I can and equip them with the skills and thinking that this techno-crazed world now requires. And that is where I need to start, because before the technology can do its job, I need to first do mine.

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Technology for adults

November 29, 2009 · Filed under Uncategorized · Tagged , ,

We’ve spent a lot of time in class talking about how some older teachers are hesitant to incorporate new technology into their classroom. Whatever their reason for being reluctant, I think their age certainly plays a big role in it. Technology is seen as something for young people primarily, and I think adults give up on themselves before they even give it a shot. Over break, however, I was reminded by two of my cousins that kids aren’t born knowing how to text message and play the Wii, but they are exposed to it more because it’s part of their lives.

On Thanksgiving my 4-year-old cousin, who is the youngest of four, was being ignored by his older siblings when he asked for a turn to play the Nintendo DS. Feeling sorry for him, I offered him my cell phone and showed him how it doubled as a camera. I showed him how to take a picture and then how to save it so he could capture another image. My grandma was so impressed and said, these kids these days with their technology. I wanted to tell her that she could probably have picked it up just as easily as my young cousin, but in her mind, taking pictures on a cell phone is something that would be easy for a four-year-old to learn but not her.

If we, as “aging” teachers, give in to the notion that the technology expertise lies with the young, then we are letting ourselves make excuses for not using the same technology that kids love as a part of their education. As is with most things, when it comes to technology it’s the more practice the better.  While it may take people who are older a while longer to master the basics, I think it’s a lack of confidence or ambition more than anything that holds them back from being tech savy.

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The hunt is on

November 20, 2009 · Filed under Uncategorized · Tagged , ,

 Today was my last day of observations the students’ first day creating their own blogs. The teacher had the class’s main page already set up with links to other classroom blogs. As a warmup activity, the students explored a classroom’s blog from Canada. They were given a sheet with 7 sentences with missing information that they had to find in the Canadian students’ blogs. This got them used to the format of what a blog looks like, what kind of information is contained in a blog, and how they will navigate their own classroom blog. The kids were really excited to have their own web page. Even creating their user names was fun.

Though this exercise was far from a Webquest, it shared some things in common. First, the students were given specific instructions on what they were to look for and then did it independently or with a partner. Second, the quest for information led to the production of their own blog to display their own thinking. Though this exercise was much simpler than a Webquest, it showed me that kids like guided activities in which they go on the internet to look for information. 

After watching the students do this information scavenger hunt and seeing their positive response to it, I asked the teacher if she had heard of Webquests, because I could see the students enjoying that as well. She had. And though we didn’t talk much more about it beyond that (someone called her over with a question), maybe she will try one one day with her students??

I was at the mall yesterday getting a haircut and there were a bunch of pre-school-aged-looking kids running around with checklists trying to find objects in the mall. They were so eager and excited to find each next thing. It’s human nature to inquire and be inquisitive. Webquests give students perameters to do this that makes their searches meaningful, and then also allows them to create something that shows they have processed and grasped what they researched.

 

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Staying current

November 13, 2009 · Filed under Uncategorized · Tagged , ,

I have to say that I’m really encouraged by the teacher that I’m observing regarding technology use in the classroom. I’ve mentioned before how they have a Smartboard and a laptop cart, and the kids go on the computers every day. But yesterday I saw written on the board in the day’s plan something about blogging. She is going to have her 7th grade ESOL students start their own blog! I was so excited to see it, because I think it’s a great idea, and they have the necessary tools. I also saw her log onto delicious to look for something. I was wondering how a teacher of 10 years is so current with the latest technology. I think it’s awesome.

I saw that their Macs have Garageband on them, too. I’m wondering if she’ll do a project with that? These students would love it. They are a chatty group in general and I think they would love hearing their own voices, adding music, editing it, uploading photos. I will have to ask her about it the next time I’m there.

Dr. Ransom was right when he said that no one goes up to a teacher and tells them he remembers a great question at the end of a chapter. It really is projects that motivates our students to pursue their own learning. I know I’d much rather do a project than a paper, even though I like writing. It’s a chance to be more creative.

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“but I’m just listening to music…”

November 6, 2009 · Filed under Uncategorized · Tagged , ,

I’ve never really been that into music.  I don’t normally buy CDs, go to concerts, fall asleep to my favorite song. So when the whole iPod phenomenon started, I didn’t really see what the big deal was. However, when Keybank started a promotion in which if you opened up an account with them you could get a free iPod, I was no dummy. I did it, and got my free MP3 player. And honestly, I didn’t use it much, still don’t. I would keep it in my purse with me in case I felt like listening to a good song, but I find I usually prefer silence to noise if I have that choice.

When I went to take my LAST certification exam, they told us that no electronics were allowed and if we were caught with any it would invalidate our test results. Well, I emptied my purse of my cell phone and camera and went into the testing room. Then, before the exam, someone came around to all the rooms reminding us that NO electronics were allowed. I then remembered that I had my iPod in my purse, but I hadn’t thought of that as being a big deal. Nevertheless, I didn’t want to take any chances, I ran out of the room and handed over my iPod frantically before the exam started.

I didn’t even know until this week that an iPod could be used as a cheating device. That’s why I didn’t even think to take it out of my purse at the exam. In fact, my iPod has suddenly become a lot cooler to me, because while I don’t listen to a lot of music in my free time, I like watching shows and reading interesting things- and now I know I can do that by subscribing to podcasts and putting them on my iPod.

I am 23 and I was clueless about the non-musical uses of the iPod. That makes me believe that some teachers out there are just as clueless as I was, and their students may be getting away with a lot.

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Don’t be square… or linear

October 30, 2009 · Filed under Uncategorized · Tagged , ,

I feel like every week I write the same kind of blog, so I’m going to do something a little different this week. Since ESOL teachers teach language through content (no, we don’t just sit there all day drilling kids with grammar points), I’m going to need to know a lot of things about a lot of different subject areas for every single grade. So I’m going to use this post to brainstorm some of the ways I could use non-linear Powerpoint to help me teach in different content areas. Please FEEL FREE to leave any ideas of your own :)

1. Communities- Each slide could represent an establishment/work place in the community. Students could enter the different places and meet the people who work there and learn about their jobs.

2. Geography- As we saw in class with the example of the Louvre, I could use PPT as a virtual tour guide to other cities/countries/regions.

3.  Math- Also like the example in class with the pizza shop, I could use ethnic foods from the kids’ countries to represent fractions.

4. Story genres- Different symbols could represent the different genres and lead the students to more specific information about each genre.

5. Games- It would be easy to make a game using pictures of doors from Clipart and doing “What’s behind door number 1″. This could be used for probability or just as a fun add-on to part of the slide.

6. Get to know the classmates- The kids could each make a series of slides representing themselves, telling about where they came from, how long they have been in the U.S. and so on. They could narrate their own stories and even share words from their native language.

That’s just a start. If you can think of any others, let me know :)

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Video Games in Education

October 21, 2009 · Filed under Uncategorized · Tagged , , ,

For my research project, I investigated how and why video games are being used in the classroom and if they are a viable and effective tool for learning. Based on what I found, the majority of teachers who use video games in their classrooms do find them beneficial for a variety of reasons. First, it’s something that the students are interested in. If a teacher can find a game that conveys content but entertains her students, then the students will be motivated to learn. Secondly, the students can do this kind of learning independently, and will also get immediate and individual feedback. I think that’s one of the strongest arguments for video games, because oftentimes feedback comes a few days after an assessment when the students have moved on to something different and disregard such feedback.

The areas in which I found video games being used were social studies, math, science, P.E., music, and ESOL. I can definitely see games being used effectively in social studies, since I myself as a child LOVED playing Where in the World is Carmen Sandiego? And I am not good with maps or directions or geography, but this game made it so fun! I also remember playing Reader Rabbit as a child, and sifting through correct words and pulling them off the conveyor belt to let all other incorrect words fall in the trash can. I remember it being fun, not as educational, though it undoubtedly was.

As for video games in P.E., I would be a little more wary of full incorporation, because if video games were to completely replace traditional physical activity and sports, something would be lost. For P.E., and in all other courses, video games should be used to enhance curriculum and be an additive to the subject area. Some of the teachers expressed this similar concern in the research that I found.

One final thought, I know for me when I think of the words “video games” I think of my brother playing Play Station 3 for hours on end. Before writing this paper, I wouldn’t have jumped to the conclusion that video games could be educational, though I was open-minded to the idea. What I found is that “video games” are not just recreational, but the definition expands to things like computer games, as well. I think it’s a lot easier for people to think of children learning with technology if the medium is a computer, rather than a T.V. screen and a joystick. That said, Nintendo’s Wii challenges that notion because I found that many teachers are using its game Wii Sports for education purposes, such as physics and math. Furthermore, I know just from watching commercials that the Nintendo DS has a lot of educational games out there. Even brands like Leapfrog have handheld gaming devices and their main purpose is to be educational.

No doubt technology can be used for learning. We all know this. We just generally think of this as occurring when children use the internet for research, use Excel for a statistics class, Powerpoint for a presentation, or Mavis Beacon to learn typing. However, by coming to terms with the generation of students in schools today, and their sheer love for video games, it only makes sense to combine that love and savvy of gaming with relevant content.

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Same content, different delivery

October 17, 2009 · Filed under Uncategorized · Tagged , ,

Though we didn’t get to spend a lot of time on it, I think Voicethread could be used in many different ways in my future classroom. In general, it seems like a lot of the new technology out there would be really beneficial to students learning English who often need things explained to them more than once and in multiple ways for them to grasp both the language and the content of it. For example, Inspiration uses both language and images to enforce learning, and it is also an active process whereby the students are organizing their thoughts in a way that makes sense to them. Voicethread is another tool that coincides images with language while teaching content.

When I was observing yesterday, I was with a group of students at the very beginning stage of English proficiency. The day’s main lesson was go teach them the phrase “I like” followed by a verb of their choice, such as “to dance,” “to eat, ” or “to sleep.” The students expressed what “they liked” on a worksheet, first by answering questions and then by writing their own sentences about what they like. I thought a cool way to do this lesson would be to have the kids (there were only three of them) get on the computer and each find a few images of things they like or do not like. Then, as the images go by, they could each record their opinion on whether or not they like the certain activity portrayed by the image. This would have required the students to use language to search for pictures on the internet, and then interact with each other as they compared which images they agreed to like or which ones they did not like.

I wonder if I had observed that before taking EDTS 523 if the worksheet activity wouldn’t have stuck out to me, since much of my own learning was achieved through this kind of work?

Like I said earlier, I really think Voicethread has a lot of potential for helping English language learners. Even if they did one thread a month, they could go back and see how much their language skills have improved over that time. It could be like a language journal for them. I’m excited about this one!

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Technology AND Curriculum

October 9, 2009 · Filed under Uncategorized · Tagged , ,

After Dr. Ransom’s candid and emotional reaction to Amber’s comment about technology and curriculum, I decided to blog about how we can incorporate technology into the curriculum and think of them as occurring concurrently rather than separately.  It was great hearing from Kathy Cassidy last night to learn firsthand how someone is really making this a reality, and for young students nonetheless! I bet her young students will forever remember the sound the letter “k” makes and that the words “kiss” and “kick” start with that letter, all because they made a Youtube video about the letter.  I also love the idea of getting students to write via blogging.  It’s more colorful, , accessible and official this way.  The students know that their blogs are available to be read by anyone, so it gives them a real sense of audience.  I think this would be great for older students who have to write longer papers, because they will be showcasing their work to the world. Also, the students feel a sense of ownership and can continue the blog long after they graduate from first grade.

Another teacher I know who uses technology in his classroom is my uncle.  He is a 6th grade math teacher who is current on the latest classroom technology. Whenever I go to his house, he is on his laptop playing around with new software or websites and showing me how he is going to use this with his students. He’s excited about it, and that sense of excitement will surely transfer to the students. And since we know that not every teacher is on board with technology integrated into curriculum, imagine how excited the students must be to go to his class; regardless of the subject, they know that their lesson for the day will involve interaction with technology and will not be the same old same old of copying notes off the chalkboard. He also has his own website and posts his class notes online so that absent students can catch themselves up and parents know what to study with their kids come test time.

After seeing Kathy Cassidy’s work with first graders and my uncle’s work with math, it’s made me realize that technology CAN be and SHOULD be used as a means of teaching curriculum content because it’s effective with all ages and any subject.

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Welcome to the future

October 2, 2009 · Filed under Uncategorized · Tagged , ,

A lot of things going on around me or that I’ve heard about this week relate to the internet and Web 2.0.  First off, I was talking to my aunt the other day about my cousin in 6th grade who is in her first year of Spanish. My aunt said that they were going to call me because my cousin couldn’t remember the alphabet in Spanish. Instead, they ended up going to Youtube and found a video of a guy reciting the whole thing. It wasn’t an “authority” figure who wound up helping my cousin with her homework, it was  just some John Doe who wanted to post his video on the web.

Secondly, I started my observation this morning in the City School District. This was my first time shadowing in the city, so I didn’t know what to expect. But, I was so pleasantly surprised today when I saw the room had its own Smartboard, laptop cart and laser printer! I asked the teacher about it, and she said that herself and several other teachers wrote many grants so that they could have all of that technology. Throughout the morning, the students each did individual work on the laptops targeting their language development. Since each child was at a different point in their English proficiency, they were able to work at the exact level they were ready for.  I even saw one student making a graphic organizer on Inspiration! That was pretty cool.

However, I also saw firsthand how teachers do need to monitor computer use if each child has his/her own laptop.  At the end of one of the periods, the teacher gave the students free time to play around on the Macs. She specifically said NO internet (they were supposed to be doing Photobooth), but inevitably, some students ventured onto the web. Fortunately, they were looking at sports sites and nothing more dangerous. But you can’t just give 7th graders a laptop and free time and let them go unmonitored.

So, overall, I was really encouraged to see such great technology in a school that has 85% of its students getting free meals.

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