Technology Integration: What I've Learned

Before taking my Learning through Technology course at SNHU I thought that I knew a lot about educational technology. My course has provided me with a deeper understanding of the subject and provided me with a chance to learn about, reflect upon, and adjust my own teaching. I knew that the children of today were different than when I grew up, but I was not aware of the extent and why they were so different. I now know the reasons why teachers must actively integrate technology so that not only will students gain technological proficiency and knowledge, but also, the lessons are presented in a format in which the students are familiar with. It was been twelve years since i finished my undergrad. During that time, I felt that I kept up to date with many of the latest trends in technology and how to use them in the classroom. I was totally unaware of how many web based tools (Web 2.0) were now available for free! These tools do not require any special administrator passwords to install, are available at any computer (and many mobile devices) with internet access, and provide people with an easy way to collaborate with others. This class taught me how to use WebQuests to help students learn a concepts and also gave me a chance to develop my own WebQuest. I now know what Universal Design is and how it can be used to develop lessons for all learners. I have also come to understand the role and importance of professional development for successful technology integration. Finally, this class has introduced me to online learning. Even though it might not be for everyone, as it is quite demanding and requires self discipline, it fits my learning style and my schedule!

Equal Access to the Digital World!

Schools used to be a place where the students just listened to a lecture, read from textbook, completed assignments from worksheets, and had to solve 20-30 math problems for homework each night. It was a model that made all of the students adapt to their teacher's instruction and curriculum. If a student did not learn best in that format, they may have been commonly referred to as dumb, class clown, or a behavior problem and the teacher's expectation of learning for that student was set pretty low. This made the educational experience for these students a miserable.

The paradigm has shifted recently. Teachers now set high expectations and know that all students can achieve them regardless of disability or personal learning style. How has this been accomplished? By adapting the curriculum and their instruction to the individual, teachers meet the needs and demands of their students. Even though it is not the only means to accomplish this, technology has made a student centered teaching environment possible.

To illustrate this change, I think back to my own instruction, particularly my high school French class. Most of the work was very repetitious. Most of the lessons were centered on the textbook where I remember all of the pictures that depicted typical scenes from everyday life that labeled the items in the picture with the French words. It was very monotonous. The best days for me, were the days we got to watch a video, or cook a French dish, or read an actual French magazine. We were learning and using the same French words that we did in the book, so why did I like these days so much? The answer is simple: because I am a kinesthetic learner who learns best by doing. I was able to see a practical application what I was learning and utilize it immediately.  Technology has made access to a multitude of information and resources. French would be easier for me now as I could watch a French newscast, see what’s on sale in a French store, read a French blog, and many others. Technology not only lets students read about different cultures, but immerse themselves in it. 

This is just another example of the Universal Design model in practice where the curriculum adapts to the needs of the students. Of course this is not limited to just foreign languages, but all classes!

Educational Value of Social Media

Social media sites like Twitter, Facebook, Tumblr and others have quickly become one of the most popular sites on the Internet for children. Most of the students in my classroom have an account on at least one those sites. But do these websites have a place in the classroom? Many people would say, no. Some may even forbid their students from even using them citing privacy and bullying concerns. But I argue yes they do have place in the class if they are structured and monitored. 

We now live in a world that is drastically different than it was 25 years ago. Today we use technology to instantly watch videos, read the news, find an answer to a problem, keep in touch and work with others, and many other ways. This does not only happen at home, but in the workplace too. The young people of today must know how to use technology not only for enjoyment, but how to use it to be productive too! We cannot ignore the “important role social media plays in helping discover and connect with people or follow conversations that one might never have come across in the physical world “ (Agerwal & Singh, 2012). The jobs of tomorrow will require people who can communicate and collaborate with others in ways we have yet to imagine. By teaching children to use social media in a responsible and acceptable way, we are giving them skills that will help them later in life.

I have created a Twitter account to use throughout the year. It is called “Mystery Organism” (@Creature Mystery). On this page, I will present a new mystery organism each week. I will then provide the students with several clues. The clues will hint at the organism’s habitat, diet, characteristics, and predators. The students will then have to piece the clues together and research to determine what the mystery organism is. By doing this, I am attempting to “improve scores by taking engagement beyond the classroom boundaries and encouraging students to explore the subjects in greater depth” (Agerwal & Singh, 2012). I am also encouraging the students to collaborate inside and outside the classroom to learn about these creatures and understand the relationship between what they depend on and what depends on them to survive.

Parents have many legitimate concerns about letting young students use social media sites, but we cannot ignore the role that these sites will play in their children’s personal and professional future. I encourage you to visit this website to learn some tips on how you can protect your children online.

Reference:

Agerwal, A. & Singh, I. (2012, May). Social media in education. Digital Learning, Retrieved from http://ezproxy.snhu.edu/login?url=http://search.proquest.com.ezproxy.snhu.edu/docview/1018538253?accountid=3783

It is Almost Time...

It is almost time to begin our first WebQuest! How do living things (biotic) and non-living (abiotic) things interact in a given ecosystem? To answer this question we will first explore several ecosystems through the hyperlinks I will post on the WebQuest website. You will then need to cooperatively choose a particular ecosystem to investigate on the internet. This can be a desert, a forest, arctic, oceanic, estuary, mountain, etc.    Your group will have to produce a presentation illustrating how different biotic and abiotic factors interact within your ecosystem. This can be a newsletter, poster, PowerPoint, movie, webpage, or other format (check to OK with me first!). I will also be using this blog which will pose questions about your ecosystem, so be sure to check it each day. Once your presentation is complete, your group will present it to the class. You will be given a rubric to use as a set of specific guidelines, requirements, and proficiency levels! Stay tuned for updates!

Educational Value of Animoto

Make your own photo slideshow at Animoto.

I have just finished creating my first video using Animoto for a project in my classroom later this school year! I am impressed! First of all, it is very simple to use. All you have to do is choose your background and theme, upload your pictures, select your music, add text, and you are done! This is not only simple for adults to use, but students as well. I could foresee this being used for class projects, additions to presentations, schema activators, and more. The hardest part was choosing what pictures I wanted upload! The free version limits videos to 30 seconds in length, but for $2.50 a month, you can upgrade to full length videos which I am seriously considering doing! Check it out today!

Educational Value of Wordle

 

I have just discovered Wordle and I am quite impressed! It kind of reminds me of a mind map activity for brainstorming ideas.What you have to do is type in a block of text or refer to a website. For the one pictured above, I used an key words from my abstract for my Abiotic and Biotic WebQuest. The words are then arranged in a jumble with the words that are used the most are a bigger font. You can customize the  fonts and colors of the words. It is quite fun but also educational! I can see a real use to help students practice summarization and main idea skills. You can tell right away that my project has to deal with a) students, b) abiotic and biotic factors, c) ecosystems, and d) technologies.

Give it a try today! www.wordle.net