I have grown a lot as an educator over the course of this class. I have discovered new and exciting ways to engage my students in learning and to employ 21st century lessons. At the beginning of this course, I was aware of some of the different programs and devices that could be used, but had not really yet used any in an extensive way with my students (partly because my school had just got the technology themselves). I became very excited and motivated to learn and use the programs and technology when I saw all the different things that could be done with them.
I have always known that learning should be connected to the state standards, as I have written many IEPs based on them to improve student learning and ensure that they are learning important skills. Using technology to better enhance these skills is important and I now have a better handle on how to do so.
My thinking hasn't really changed about the use of technology in the classroom. I am now just better able to see how I can use it for everyday instruction for my special education students. In the past it always felt like using the technology was a seperate skill to be teaching my students and that technology was better suited within a regular education classroom. My instruction is very explicit, targeted, and research-based and for good reason with special needs students. While I still feel that regular education classroom can use the technology to a greater extent, I see how I can use the programs to enhance lessons that I am teaching.
Building the webquest for the first grade team was exciting and fun! They will use it this spring and let me know how I can enhance it for their needs. I now want to build a webquest for butterflies and ladybugs for the second grade and kindergarten teams. I am planning on doing so over summer vacation when I have more time to myself.
The discussion boards and projects for this class were the best motivators and instruction that I could ave had in the area of technology. If I didn't have an anwer someone else did and I could use their experience to further my own learning (how 21st century of us!). Projects were all wonderful and developed to get us more comfortable with use of devices and programs. I enjoyed every minute of this class. It will have a lasting effect on myself and on the students that I teach.
Karena
Saturday, March 31, 2012
Saturday, March 24, 2012
Apply and Discover 10.1
Hi everyone-
I watched the presentations for Jennifer Richard, Jenn Freeda, and Jason.
Jennifer Richard first. She created a webquest for highschool students that had them create a powerpoint about themselves. All of the required pages were available and she describe each well. In her task page she had some very good accommodations for students. I also think that the links directed toward teachers on the teachers page would be a great resource while teaching students to use powerpoint. I really like her idae of having students create these pages so that other in class and the teacher can learn about each other. I bet some very interesting facts come out in those! I did notice that there were not a lot of links inside of the webquest for students to use. It left me wondering if the students had enough resources to complete the webquest independently if they got stuck with how to use the program or how to make something work in it. Overall, a great idea.
The second webquest was by Jenn Freeda. She created a webquest for kindergarten students on states of matter. There were great pictures in this webquest and she put some thought into how kindergarten students would get the tasks done. She chose to use parent volenteers to help with reading and facilitate the actual activities. Her activites were hands on and will be very engaging for young students. I believe even older students would have enjoyed this webquest. Her use of Brainpop Jr was great and I learned about some resources that I was unaware of in that program. Her video of ice turning to gas was great too! This webquest had all required pages, and her explanation of each was well done. The only thing that I wondered about for this webquest was if parent volenteers would influence the students while helping them, and not let them explore enough. I suppose it depends on the volenteer. Great job Jenn!
The last webquest that I will comment on was Jason's. He developed a webquest for highschool students that had them develop a landscape using geometry. His webquest had all required pages and he explained what his students were to do during the webquest (not that I understood all the geometry stuff!) Jason's inclusion of many programs was great. These students will get to really use technology in this lesson. There didn't seem to be many links to outside resources for students throughout the webquest. I again, wondered if students had enough at their disposal to complete the webquest without a teacher. How were students finding prices and such? Overall, another great idea and use of technology for self led learning. I couldn't do it, so kudos to Jason and his students.
Karena
I watched the presentations for Jennifer Richard, Jenn Freeda, and Jason.
Jennifer Richard first. She created a webquest for highschool students that had them create a powerpoint about themselves. All of the required pages were available and she describe each well. In her task page she had some very good accommodations for students. I also think that the links directed toward teachers on the teachers page would be a great resource while teaching students to use powerpoint. I really like her idae of having students create these pages so that other in class and the teacher can learn about each other. I bet some very interesting facts come out in those! I did notice that there were not a lot of links inside of the webquest for students to use. It left me wondering if the students had enough resources to complete the webquest independently if they got stuck with how to use the program or how to make something work in it. Overall, a great idea.
The second webquest was by Jenn Freeda. She created a webquest for kindergarten students on states of matter. There were great pictures in this webquest and she put some thought into how kindergarten students would get the tasks done. She chose to use parent volenteers to help with reading and facilitate the actual activities. Her activites were hands on and will be very engaging for young students. I believe even older students would have enjoyed this webquest. Her use of Brainpop Jr was great and I learned about some resources that I was unaware of in that program. Her video of ice turning to gas was great too! This webquest had all required pages, and her explanation of each was well done. The only thing that I wondered about for this webquest was if parent volenteers would influence the students while helping them, and not let them explore enough. I suppose it depends on the volenteer. Great job Jenn!
The last webquest that I will comment on was Jason's. He developed a webquest for highschool students that had them develop a landscape using geometry. His webquest had all required pages and he explained what his students were to do during the webquest (not that I understood all the geometry stuff!) Jason's inclusion of many programs was great. These students will get to really use technology in this lesson. There didn't seem to be many links to outside resources for students throughout the webquest. I again, wondered if students had enough at their disposal to complete the webquest without a teacher. How were students finding prices and such? Overall, another great idea and use of technology for self led learning. I couldn't do it, so kudos to Jason and his students.
Karena
Friday, March 16, 2012
Apply and Discover 9.1
To "provide equal access to the digital world" we must use what we know about our students to make instructional decisions that will allow them to benefit the most from their education. What does this mean? It means that students must be allowed to use technology in ways that help them, not just to use technology. Putting a quadriplegic student in front of a computer is not giving them access to the digital world. Other programs need to be in place for that student to benefit from that device, such as speech to text software for writing or a special mouse that will allow them to manipulate items on the screen.
The digital world should be used by all learners to expand learning. The technology should be used to enhance a student's strengths and diminish weaknesses. It should allow students to show what they know in multiple modalities throughout a classroom.
Equal access to the digital world does not always mean more technology gadgets. Some students (like the one above) may have disadvantages that make using technology difficult. Teachers should provide these students with other ways of accessing the same devices. That student confined to a wheelchair will not be able to use a mouse without some type of removable tabletop for their chair to put the mouse on. Students with limited mobility would benefit best from ipad/laptop computers rather than desk tops so that the devices could be brought to them, instead of the other way around. A touchscreen for those with poor fine motor control, a larger keyboard for those with visual issues, or even just the right amount of time to use the technology for a slow typist are great ways to provide access.
The digital world should be used by all learners to expand learning. The technology should be used to enhance a student's strengths and diminish weaknesses. It should allow students to show what they know in multiple modalities throughout a classroom.
Equal access to the digital world does not always mean more technology gadgets. Some students (like the one above) may have disadvantages that make using technology difficult. Teachers should provide these students with other ways of accessing the same devices. That student confined to a wheelchair will not be able to use a mouse without some type of removable tabletop for their chair to put the mouse on. Students with limited mobility would benefit best from ipad/laptop computers rather than desk tops so that the devices could be brought to them, instead of the other way around. A touchscreen for those with poor fine motor control, a larger keyboard for those with visual issues, or even just the right amount of time to use the technology for a slow typist are great ways to provide access.
Friday, January 27, 2012
Apply and Discover 3.2
Monday, January 23, 2012
Tuesday, January 17, 2012
Apply and Discover 2.2
There are many reasons that technology should be integrated into today’s classrooms. Current students grew up with technology and are used to being able to access information quickly and learn to use devices as naturally as they learn to talk. The two main reasons for teachers to take notice and start heavily introducing technology into their classrooms are; increased motivation, and increased access to learning materials.
In order to do this I have been trying to employ more technology and technological strategies within my classroom in different ways. Students need to develop new literacies in the 21st century. ICT needs to be used in all subject areas. "Without these skills, and others-including visual literacy, multimedia literacy, and cultural literacy-our students will not be able to adapt to changes coming their way." (Schrum & Levin, 2010, p 9-10)
"Raines says the six most frequent requests of Millennial employees are: leadership, challenges, collaboration, fun, respect, and flexibility." (Schrum & Levin, 2010, 35) The instruction that I am trying to build and develop reflect these requests. Leadership and collaboration are intertwined in the strategy of class projects. Students need to develop leadership skills and collaborate in order to complete these projects. Challenges and fun are addressed through leveled computer games. The many applications and games that can be found on the internet for free or close to free can develop many skills at different levels. Flexibility in teaching can be a difficult idea for some. Letting go of some control in the clasroom can be scary for older teachers. Developing a menu of projects or activities that can show student proficiencies in subject areas provides the students with flexibility to show what they know in a way that interests them. This can also foster respect between the teacher and student.
Other technology that I might employ in my classroom would be webquests to expand and access information and experts that students may not have access to within their classrooms. Speech to text programs can also help students with motor issues.
Schrum, L & Levin B. (2010). Leading 21st Century Schools: Harnessing Technology for Engagement and Achievement. Thousand Oaks, CA. Corwin.
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