“What are we doing to prepare our students for their future and not our past?” (Laureate Education, 2009) was a question asked by Hartman in our first video. Hartman (Laureate Education, 2009) states that “Literacy is evolving” and will be rooted in digital media.
As a high school teacher, I feel I need to prepare my students to enter the ‘real-world’ whether they are going to enter the work force or attend college. Wherever my students go, they will be thrown into a world where digital media is the norm and not the exception. The days of teacher lectures and student worksheets are fading quickly.
Information is so readily available online. The new literacies involving digital evaluating and synthesizing will be areas that I address often with my students. Although I knew there were hoaxes online, I guess I never realized how real these sites could look….saving the rennets, getting a computer tan and saving the tree octopus. These sites could look very real to a person who does not analyze the information carefully. Phillips (Laureate Education, 2009) gave some good examples of things and steps to follow when examining websites.
Although I have given my students projects over the years, through this course I have taken a look at how the projects have changed. Everything used to be done with pencil, paper, markers, poster board, and the list could go on. Now we find ourselves creating and accepting projects that are done almost exclusively online. Looking back at the projects I have assigned, I realized that I was the one providing all the questions. Completing the inquiry based unit for this class, I have experienced a revelation! I plan to use the skills from this class to guide my students through creating, researching and answering the questions they develop.
Mid-January I will be moving into a renovated building that has been upgraded to support technology in the classroom. My goal is to use the technology I will now have in my classroom to the fullest potential. I feel sure I will find myself spending many hours searching and evaluating sites that will assist me in creating a digital friendly and enriched environment for my students. My plan is to move away from the traditional style classroom where I am doing all the work (lecturing, working examples, etc.) and turn the learning over to the students. Through hard work, help from others, and cooperation of students I hope to become a facilitator of learning and not a mouthpiece of learning!
Laureate Education, Inc. (Executive Producer). (2009). Supporting Information Literacy and Online Inquiry in the Classroom. Baltimore: Author
Tuesday, December 22, 2009
Friday, August 21, 2009
Reflection: Bridging Learning Theory, Instruction, and Technology
As my summer vacation comes to an end, so does another course at Walden. When beginning this course I found myself reflecting on the things I did during the past school year. Now that I am beginning a new school year, I am trying to find ways to incorporate things I have learned during the summer. It had been quite a while since I had really thought about the different learning theories. Of course, I studied them in college, but that was quite a while ago – this class helped me examine my actions in the classroom and how I incorporate the different theories.
Looking back at my personal theory of learning, I don’t think my ideas have changed a whole lot, but I have come across new ideas for my classroom through the use of technology tools. I still believe having a ‘hook’ for the students and creating connections for them is important. Having students actively involved in the learning experience is beneficial to all in the classroom. I still like the statement made by Wolfe that if something is worth teaching then it is worth teaching well. I feel it is important for me to do the best job possible every time I stand before my class. I think all of the learning theories can have a place in the classroom. For example, reinforcement for good behavior as well as consequences for bad will always be around. And constructionism (both in individual and group activities) should be present to give students hands-on experience as well as tap into their creative side.
An immediate change I would like to make in my instructional practice is to help my students develop note-taking skills that work for them. Today I noticed my students writing everything I said and did down. They were not actively listening …. They were just writing and copying as fast as they could. Having my students experiment with graphic organizers, summarizing techniques, and concept maps can help them in all of their classes. Allowing them to share their ideas through power points or concept maps could also benefit the entire class.
One long-term goal I have is to become more familiar with some of the technology tools, such as wikis, blogs, voice threads, google docs we have looked at during this course. Before diving into some of these with my students, I believe I need more experience so I can assist them with any questions they may have. I plan to get this experience by participating in professional development opportunities with my district and creating some artifacts to share with my students. I will also research sites on my own to broaden my knowledge.
My second long term goal is to make my classroom one that is more student-centered. I find myself doing most of the talking and would like to get the focus of the classroom off of me and onto my students. I believe my two long term goals will go hand in hand….Getting technology into the hands of my students will turn it into a learning tool and not just an instructional tool. I want my students to see what technology and the internet has to offer. It is not just a place to socialize and chat with your friends, but a place of immeasurable knowledge, resources and discovery.
Looking back at my personal theory of learning, I don’t think my ideas have changed a whole lot, but I have come across new ideas for my classroom through the use of technology tools. I still believe having a ‘hook’ for the students and creating connections for them is important. Having students actively involved in the learning experience is beneficial to all in the classroom. I still like the statement made by Wolfe that if something is worth teaching then it is worth teaching well. I feel it is important for me to do the best job possible every time I stand before my class. I think all of the learning theories can have a place in the classroom. For example, reinforcement for good behavior as well as consequences for bad will always be around. And constructionism (both in individual and group activities) should be present to give students hands-on experience as well as tap into their creative side.
An immediate change I would like to make in my instructional practice is to help my students develop note-taking skills that work for them. Today I noticed my students writing everything I said and did down. They were not actively listening …. They were just writing and copying as fast as they could. Having my students experiment with graphic organizers, summarizing techniques, and concept maps can help them in all of their classes. Allowing them to share their ideas through power points or concept maps could also benefit the entire class.
One long-term goal I have is to become more familiar with some of the technology tools, such as wikis, blogs, voice threads, google docs we have looked at during this course. Before diving into some of these with my students, I believe I need more experience so I can assist them with any questions they may have. I plan to get this experience by participating in professional development opportunities with my district and creating some artifacts to share with my students. I will also research sites on my own to broaden my knowledge.
My second long term goal is to make my classroom one that is more student-centered. I find myself doing most of the talking and would like to get the focus of the classroom off of me and onto my students. I believe my two long term goals will go hand in hand….Getting technology into the hands of my students will turn it into a learning tool and not just an instructional tool. I want my students to see what technology and the internet has to offer. It is not just a place to socialize and chat with your friends, but a place of immeasurable knowledge, resources and discovery.
Thursday, July 30, 2009
Voice Thread - MP3, Ipods and Cell Phones
Would like to hear about your school's policy on MP3, Ipod and Cell Phone use.
http://voicethread.com/share/572502/
http://voicethread.com/share/572502/
Wednesday, July 29, 2009
Connectivism and Social Learning Practice
Social Learning is when the students are actively involved in constructing artifacts and conversing with others. Cooperative and collaborative learning …. Here we come!!!
Cooperative learning/group learning can drive some teachers nuts! When I mention to some colleagues that my students are going to be working together, eyes roll to the back of their heads, deep sighs can be heard, and the request that my door remain shut during the day are the reactions. For me there is nothing much better in my classroom that to hear students talk about math and problem solving strategies. Yes, it is a bit noisier, but it is noisy when you act 30 kids to take out their books. Do they always stay on task? Of course not, I do not have a perfect classroom. If you do, please tell me your secret.
With the web, cooperative/collaborative learning has gone global (Pitler, Hubbell, Kuhn, Malenski, 2007)! Students can now share information and knowledge with others who take similar classes in dissimilar worlds. Technology continues to open new doors for students to collaborate with others. The possibilities are endless.
I enjoyed looking at the sites suggested for this week. I must admit that I look at Facebook daily, but I am not sure that it would work well for me in the classroom (bit still a good example of a social networking site). Also went through the steps of creating a Secondlife account, once again I am not sure how well this could work in the classroom without some regulations. Google Docs however is not an application I am familiar with but after reading the posts of my classmates, I feel that it is something I should definitely explore more to find ways to utilize it in my classroom.
Keypals, WebQuests, wikis, blogs, and Web site creation are just a few of the strategies mentioned by Pitler, Hubbell, Kuhn, Malenski (2007). I really like the idea of Keypals and students connecting with other students. Some of my students hardly even leave the area we live in; having a Keypal could open them to a whole new world. How exciting would it be for them to share pictures, cultural likenesses and differences with each other through a site that is monitored for educational purposes?
Technology could be a really effective way to bridge the learning theories with careful planning. One must have the end in mind when planning to use technology (and any other strategy) in the classroom. Clear expectations and outcomes should be address and communicated with students.
Cooperative learning/group learning can drive some teachers nuts! When I mention to some colleagues that my students are going to be working together, eyes roll to the back of their heads, deep sighs can be heard, and the request that my door remain shut during the day are the reactions. For me there is nothing much better in my classroom that to hear students talk about math and problem solving strategies. Yes, it is a bit noisier, but it is noisy when you act 30 kids to take out their books. Do they always stay on task? Of course not, I do not have a perfect classroom. If you do, please tell me your secret.
With the web, cooperative/collaborative learning has gone global (Pitler, Hubbell, Kuhn, Malenski, 2007)! Students can now share information and knowledge with others who take similar classes in dissimilar worlds. Technology continues to open new doors for students to collaborate with others. The possibilities are endless.
I enjoyed looking at the sites suggested for this week. I must admit that I look at Facebook daily, but I am not sure that it would work well for me in the classroom (bit still a good example of a social networking site). Also went through the steps of creating a Secondlife account, once again I am not sure how well this could work in the classroom without some regulations. Google Docs however is not an application I am familiar with but after reading the posts of my classmates, I feel that it is something I should definitely explore more to find ways to utilize it in my classroom.
Keypals, WebQuests, wikis, blogs, and Web site creation are just a few of the strategies mentioned by Pitler, Hubbell, Kuhn, Malenski (2007). I really like the idea of Keypals and students connecting with other students. Some of my students hardly even leave the area we live in; having a Keypal could open them to a whole new world. How exciting would it be for them to share pictures, cultural likenesses and differences with each other through a site that is monitored for educational purposes?
Technology could be a really effective way to bridge the learning theories with careful planning. One must have the end in mind when planning to use technology (and any other strategy) in the classroom. Clear expectations and outcomes should be address and communicated with students.
Wednesday, July 22, 2009
Constructivism/Constructionism
Students creating something new from knowledge gained in the classroom can be an adventure. Even though I teach high school, something as simple as putting markers and construction paper in the hand of my students usually gets them actively involved. The ideas they come up with are often better than the ones I give them. With the advances in technology, the possibilities are endless (although I will still probably let my students still break out the markers and construction paper).
Orey (2009) states that students get 1st hand experience when building stuff. When students are actively involving learning, they will usually experience success. Pitler, Hubbell, Kuhn, and Malenoski (2007) address the ideas of spreadsheet software, data collection tools and Web resources as ways to further incorporate technology into the classroom. Using the suggested tools will “allow students to spend more time interpreting the data rather than gathering the data (Pitler, Hubbell, Kuhn, and Malenoski, p. 203, 2007). I love the interactive spreadsheet example in our text. Students can actually ‘see’ different scenarios by changing amounts and rates. My students get really involved when we talk about interest rates involving buying cars and houses and saving money, the interactive spreadsheet can show the effects of rates without the students getting caught up in the math.
I believe constructionism is a good theory to practice in the classroom. Learning by creating gives students ownership in the finish product. Students can only benefit in the long run when we encourage them to be creative and use technology. A world of information and discovery is just a click away for our students.
Orey (2009) states that students get 1st hand experience when building stuff. When students are actively involving learning, they will usually experience success. Pitler, Hubbell, Kuhn, and Malenoski (2007) address the ideas of spreadsheet software, data collection tools and Web resources as ways to further incorporate technology into the classroom. Using the suggested tools will “allow students to spend more time interpreting the data rather than gathering the data (Pitler, Hubbell, Kuhn, and Malenoski, p. 203, 2007). I love the interactive spreadsheet example in our text. Students can actually ‘see’ different scenarios by changing amounts and rates. My students get really involved when we talk about interest rates involving buying cars and houses and saving money, the interactive spreadsheet can show the effects of rates without the students getting caught up in the math.
I believe constructionism is a good theory to practice in the classroom. Learning by creating gives students ownership in the finish product. Students can only benefit in the long run when we encourage them to be creative and use technology. A world of information and discovery is just a click away for our students.
Tuesday, July 14, 2009
Cognitive Learning Theories in Practice
When thinking of concept mapping and/or graphic organizers, I know I could probably use them more. I use a mapping when summarizing the steps of factoring with my Algebra 1 students, but that is about the only time…. With my Algebra 1 students, getting them to take notes is like pulling teeth sometimes. In our text, Using Technology with Classroom Instructions that Works, the authors state that “although note taking is one of the most useful study skills a student can cultivate, teachers rarely teach it explicitly as a skill in itself.” Many of the Algebra 1 students I teach struggle with taking notes and this statement got me wondering is it because they are not sure how to take notes. I am new to concept mapping programs, but really liked the idea of how with some programs a mapping can be converted to an outline with a simple click as mentioned by Orey. I plan to find a program that will work well with my students and try my best to get some computer lab time for my students.
On the flip side, when I teach Geometry, I have a hard time keeping students from writing everything down. In Geometry, I stress Pitler, Hubbell, Kuhn and Malenoski’s ideas of summarizing and using visuals when taking notes. With Geometry, students often get lost in the words of theorems and definitions, summarizing and putting things in their own words often increases their understanding. Concept mapping is something I would like to try with this group all.
In exploring some of the virtual field trip sites, I think I was a little confused in what I was going to find. I was looking more for the type in our video when you could ‘travel’ around a room or landscape, kind of like the virtual tours I take when looking at some houses online. . Most of what I found was like navigating a detailed webpage with imbedded information. I found very few dealing with high school math, but I plan to continue to explore. The idea of traveling through time and countries is certainly intriguing.
On the flip side, when I teach Geometry, I have a hard time keeping students from writing everything down. In Geometry, I stress Pitler, Hubbell, Kuhn and Malenoski’s ideas of summarizing and using visuals when taking notes. With Geometry, students often get lost in the words of theorems and definitions, summarizing and putting things in their own words often increases their understanding. Concept mapping is something I would like to try with this group all.
In exploring some of the virtual field trip sites, I think I was a little confused in what I was going to find. I was looking more for the type in our video when you could ‘travel’ around a room or landscape, kind of like the virtual tours I take when looking at some houses online. . Most of what I found was like navigating a detailed webpage with imbedded information. I found very few dealing with high school math, but I plan to continue to explore. The idea of traveling through time and countries is certainly intriguing.
Wednesday, July 8, 2009
Behaviorism in Practice
Our text, Using Technology with Classroom Instruction that Works, states that “self-efficacy plays a strong role in motivation for learning and achievement” (p. 155). The strategy of reinforcing effort can help a student become more aware of his/her actions. The idea of having students track their own effort and achievement was one I had never thought about doing. Being a high school teacher, I guess I didn’t think that was something that I could do. However the effort rubric may be something I could use. The information on the rubric has many things for students to consider. The rubric would be a good way for students to really think about how effort does effect achievement. Using technology to keep track of effort and achievement can make the activity more relevant and interesting to the student. By becoming more aware of his/her own actions in the classroom could promote a more desirable behavior from the student.
When considering the strategy of “homework and practice”, technology can be a great asset. No longer does a teacher have to rely on the textbook and/or worksheets for homework and practice. Technology opens many doors to make practice more enjoyable. Websites that offer tutorial videos to reading and math games to virtual operations are just a click away. Some websites I use are BrainPOP, The Future Channel, and TestPrep. Some sites even send feedback to the teacher on student performance. Students can receive immediate feedback which can increase their confidence or reveal the need to seek extra help.
Both of the strategies this week are necessary in the classroom. Students need to be aware of their effort and actions in the classroom. While the teacher can use positive reinforcement for good behavior and achievement, the student can also take an active role in examining his/her actions. I think homework and practice will always be a necessary strategy in the classroom. I believe Wolfe (2009) mentioned in last week’s video something about practice and driving. A person can ride in a car for years and even sit behind the steering wheel, but without practice that person will never learn how to drive well. On a personal note…..I am living Wolfe’s analogy….my 15-year old daughter is learning to drive…. Every time I let her drive, I feel sick to my stomach and my life passes before me, but without practice (and me or my husband in the car with her) she will never get the experience she needs to become a good driver!
When considering the strategy of “homework and practice”, technology can be a great asset. No longer does a teacher have to rely on the textbook and/or worksheets for homework and practice. Technology opens many doors to make practice more enjoyable. Websites that offer tutorial videos to reading and math games to virtual operations are just a click away. Some websites I use are BrainPOP, The Future Channel, and TestPrep. Some sites even send feedback to the teacher on student performance. Students can receive immediate feedback which can increase their confidence or reveal the need to seek extra help.
Both of the strategies this week are necessary in the classroom. Students need to be aware of their effort and actions in the classroom. While the teacher can use positive reinforcement for good behavior and achievement, the student can also take an active role in examining his/her actions. I think homework and practice will always be a necessary strategy in the classroom. I believe Wolfe (2009) mentioned in last week’s video something about practice and driving. A person can ride in a car for years and even sit behind the steering wheel, but without practice that person will never learn how to drive well. On a personal note…..I am living Wolfe’s analogy….my 15-year old daughter is learning to drive…. Every time I let her drive, I feel sick to my stomach and my life passes before me, but without practice (and me or my husband in the car with her) she will never get the experience she needs to become a good driver!
Tuesday, April 21, 2009
Reflection
Before beginning this course, I thought I was pretty tech savvy in the classroom. After all I use PowerPoint presentations and video streaming sites. However, I quickly realized I was not as savvy as I thought. In the video, The Emergence of Educational Technology, Dr. Thornburg’s statements about doing different things and doing things differently opened my eyes to the fact that the technology I was using fell into the doing things differently category. To be effective in exploring the many other advantages of technology, I realized I need to concentrate more on doing different things in the classroom. Creating a blog for students to post pictures of geometric elements they see in every day life seemed to be the easiest way to begin expanding the use of technology in my classroom. Having students work in teams to create wiki pages for reviewing chapter objectives was the second idea I plan to use to incorporate more technology and the idea of doing different things.
The role of a teacher is changing. Do I think the lecture and drill & practice methods will ever be completely abandon? Probably not. There may always be a place for the old “tried and true” methods, but I think the place they hold in the classroom is shrinking dramatically. Dr Thornburg talks about the teacher being a facilitator for the students. This change will not happen overnight, I believe the process will be gradual for most of us. There is so much information available, just a click away, for which the teacher needs to be there to guide the students, showing them how to gather, process and apply the information. Guiding students through information instead of giving information through lectures and having students apply information through real life scenarios instead of drill & practice seems like a good way to move our students into their future careers.
When teachers become facilitators, the move from a teacher-centered to learner-centered classroom is apparent. One of my goals is to develop a long-term project where more responsibility is placed on the student. I hope to come up with project of my own as well as adapt other’s projects to fit with my students’ needs. I was impressed with Reeder’s geometry project on the Partnership for 21st Century Skills site and would like to create a version of her project for my students. My students like for me to help them each step of the way when beginning something new. Just today one of my students said, “Mrs. Reid, you are overestimating our abilities.” Many times it is the students who underestimate their own abilities. They need to be allowed to make mistakes and have teachers guide them through the mistakes as well as have victories and have teachers celebrate their achievements.
Another goal is to explore the idea of podcasts more. When considering taping lessons I start to get a little nervous, but the benefits for students who are absent, homebased, or even students who just want to hear the lesson again are limitless. Before I would be comfortable doing this, I feel I need more practice with this medium. My hope is to get some of my colleagues onboard with the idea and do some podcasts as a joint project.
After taking this course, I have gained not only confidence about using technology, but renewed enthusiasm for it as well. Incorporating more technology in the classroom should spark more interest for the students as well as help me become more of a facilitator instead of just a “fact-giver”. I have enjoyed putting new things in place in my classroom. The information received during this course has given me a broader perspective not only of what is available to my students, but also of what I am capable of as a teacher.
The role of a teacher is changing. Do I think the lecture and drill & practice methods will ever be completely abandon? Probably not. There may always be a place for the old “tried and true” methods, but I think the place they hold in the classroom is shrinking dramatically. Dr Thornburg talks about the teacher being a facilitator for the students. This change will not happen overnight, I believe the process will be gradual for most of us. There is so much information available, just a click away, for which the teacher needs to be there to guide the students, showing them how to gather, process and apply the information. Guiding students through information instead of giving information through lectures and having students apply information through real life scenarios instead of drill & practice seems like a good way to move our students into their future careers.
When teachers become facilitators, the move from a teacher-centered to learner-centered classroom is apparent. One of my goals is to develop a long-term project where more responsibility is placed on the student. I hope to come up with project of my own as well as adapt other’s projects to fit with my students’ needs. I was impressed with Reeder’s geometry project on the Partnership for 21st Century Skills site and would like to create a version of her project for my students. My students like for me to help them each step of the way when beginning something new. Just today one of my students said, “Mrs. Reid, you are overestimating our abilities.” Many times it is the students who underestimate their own abilities. They need to be allowed to make mistakes and have teachers guide them through the mistakes as well as have victories and have teachers celebrate their achievements.
Another goal is to explore the idea of podcasts more. When considering taping lessons I start to get a little nervous, but the benefits for students who are absent, homebased, or even students who just want to hear the lesson again are limitless. Before I would be comfortable doing this, I feel I need more practice with this medium. My hope is to get some of my colleagues onboard with the idea and do some podcasts as a joint project.
After taking this course, I have gained not only confidence about using technology, but renewed enthusiasm for it as well. Incorporating more technology in the classroom should spark more interest for the students as well as help me become more of a facilitator instead of just a “fact-giver”. I have enjoyed putting new things in place in my classroom. The information received during this course has given me a broader perspective not only of what is available to my students, but also of what I am capable of as a teacher.
Tuesday, March 24, 2009
Partnership for 21st Century Skills
I must admit I was a little overwhelmed with the site at first. There seemed to be so much information that I was unsure of where I wanted to start, but like the first day of summer when the pool is still a little cold, sometimes you just have to jump right in!
The first place I choose to explore was “About Us”. I was surprised to see the variety of companies that were represented by the board members. How is it that I have never heard anyone mention this site and concept before? When I saw that my state was not included in this program (why am I not surprised?), I realized that may be the reason I have not heard of the site.
I was impressed by the extensive list of skills presented on the site. It seems as if no stone has been left unturned. The skills range from learning and innovation skills to life and career skills. I was glad to see that core subjects such as math, science and English were included and pleasantly surprised that the arts were included in the list of core subjects. The interdisciplinary themes kind of reminded me of electives we have in high school and included such things as global awareness, civic literacy and health literacy.
Further exploration took me to video clips of schools where innovative teaching was taking place. Being a math teacher, I was drawn to the section on Critical Thinking/Math and Science. Viewing the clip at http://www.edutopia.org/mountlake-terrace-high-school I was impressed by Reeder’s students and a collaborative 6-week project they complete that involves designing a high school for the year 2050. Reeder incorporates many areas into the project, from architecture design to financial needs to community involvement.
The Partnership for 21st Century Skills seems committed to success of students. The “partnership” has created open lines of communication between education and business. When educators are aware of what students face when entering the “real world”, they can better assist the students in being more prepared.
The first place I choose to explore was “About Us”. I was surprised to see the variety of companies that were represented by the board members. How is it that I have never heard anyone mention this site and concept before? When I saw that my state was not included in this program (why am I not surprised?), I realized that may be the reason I have not heard of the site.
I was impressed by the extensive list of skills presented on the site. It seems as if no stone has been left unturned. The skills range from learning and innovation skills to life and career skills. I was glad to see that core subjects such as math, science and English were included and pleasantly surprised that the arts were included in the list of core subjects. The interdisciplinary themes kind of reminded me of electives we have in high school and included such things as global awareness, civic literacy and health literacy.
Further exploration took me to video clips of schools where innovative teaching was taking place. Being a math teacher, I was drawn to the section on Critical Thinking/Math and Science. Viewing the clip at http://www.edutopia.org/mountlake-terrace-high-school I was impressed by Reeder’s students and a collaborative 6-week project they complete that involves designing a high school for the year 2050. Reeder incorporates many areas into the project, from architecture design to financial needs to community involvement.
The Partnership for 21st Century Skills seems committed to success of students. The “partnership” has created open lines of communication between education and business. When educators are aware of what students face when entering the “real world”, they can better assist the students in being more prepared.
Wednesday, March 11, 2009
Blogging in the classroom
The class I am considering starting a blog in is my 9th grade Geometry class. My plan is to begin the blog by have them post pictures of things they see daily that we discuss in class, such as parallel lines, blinds on a door should be parallel (that's my daughter). I thought this may be an interesting way to begin a blog. The students I have now love logic problems, through the blog they could also share logic problems, questions or riddles they have found.
I would really like for it to be a place for them to share ideas and content. Maybe a blog for them to rewrite definitions, theorems and postulates in their own words, would that be better as a wiki? I was thinking I could post proofs and each person could post a statement and/or reason that would lead to the students building the proofs. That one may take a little work. I am really new at this, any suggestions?
Wednesday, March 4, 2009
Sorting through the information?
As I watched the videos and read this week, the realization of how much technology has changed over the past few years grew. Resources and information is there, but time to find it is scarce. I spent a few hours last night looking at different sites.
Finding a blog dealing with technology and my content area has not been easy. I find myself wondering if I am looking in the wrong places. I joined 2 or 3 different educational blog sites and still did not find exactly what I was looking for. With such of wealth of information out there, how can I streamline my searches to find what I need?
Although I did spend a lot time looking through different sites and blogs, I did find a diamond in the rough. As a high school teacher, if I had realized this site was mainly for elementary teachers I may have overlooked it. Let’s just say I am glad I missed that information…. I found the video on this blog intriguing. The images and message is clear – as an educator, I need to get with the program and engage my students in new and innovating ways. I plan to share the video with my colleagues. I hope you will take the time to view it.
http://eledblog.com/content/teaching-21st-century#comment-50
Finding a blog dealing with technology and my content area has not been easy. I find myself wondering if I am looking in the wrong places. I joined 2 or 3 different educational blog sites and still did not find exactly what I was looking for. With such of wealth of information out there, how can I streamline my searches to find what I need?
Although I did spend a lot time looking through different sites and blogs, I did find a diamond in the rough. As a high school teacher, if I had realized this site was mainly for elementary teachers I may have overlooked it. Let’s just say I am glad I missed that information…. I found the video on this blog intriguing. The images and message is clear – as an educator, I need to get with the program and engage my students in new and innovating ways. I plan to share the video with my colleagues. I hope you will take the time to view it.
http://eledblog.com/content/teaching-21st-century#comment-50
Tuesday, March 3, 2009
Tech Savvy??
Beginning a master's program for me was not an easy task; it was something I had put off for many years. Once the decision had been made, Technology in the Classroom seemed like a natural choice. Technology in education is changing so rapidly, taking courses to become more knowledgeable was an interest I could not ignore. Like many teachers, I know “just enough to be dangerous”. My hope through this master’s program is to learn more and be more effective using technology in my classroom.
Students today have grown up using computers and cell phones. Today’s youth navigate through Facebook, MySpace, YouTube, and so many others sites with an ease that seems to come naturally. In the classroom, lecture, drill and kill, and other methods are not holding their attention. How can I use technology effectively to “hook” my students? How can I make the content of my class relevant to the students? Can technology make it more real to them?
As I learn more about what is floating around out there in “internet” land, I realize I am not so tech savvy. Hopefully, through this course and others to follow, my world will continue to open up to the possibilities technology offers.
Students today have grown up using computers and cell phones. Today’s youth navigate through Facebook, MySpace, YouTube, and so many others sites with an ease that seems to come naturally. In the classroom, lecture, drill and kill, and other methods are not holding their attention. How can I use technology effectively to “hook” my students? How can I make the content of my class relevant to the students? Can technology make it more real to them?
As I learn more about what is floating around out there in “internet” land, I realize I am not so tech savvy. Hopefully, through this course and others to follow, my world will continue to open up to the possibilities technology offers.
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