Digital Blog Post #L

Stages of Technology Integration

This section goes over the five stages, founded by a seminal study by the Apple Classrooms of Tomorrow Project in 1995. They are as followed: 

      1. Entry. In the entry stage a teacher is only beginning to learn the technologies needed for the classroom. Here they will be learning the very basics before they start to think about how to apply it.

      2. Adoption. This stage is where teachers will begin to blend the technology into their practices.
Their use of technology in the classroom is minimal.


      3.Adaptation. They are beginning to fully integrate new technologies into their classroom practices. In this stage they are using their knowledge pretty regularly.


      4. Appropriation. Teachers are confident in their knowledge and skills and are using the technology they've learned regularly as a tool inside and outside of the classroom.


      5. Invention. After teachers have become confident with what they are doing, they will begin to experiment. In this stage they are exploring new ways to use technology in and out of their classroom, as well as adding onto their personal skills. 

I'm probably hanging out in the entry level. I think I have a good knowledge of technology, especially after this semester, but haven't applied anything to an actual class....although I have created a couple mock lessons using technology. Maybe I'm in a purgatory of sorts between entry and adoption. I'm very excited to expand my knowledge and become a tech wizard in the teaching world between now and the next two years. I've seen a few things in my observations, but nothing speaking upon the "invention" aspect. I've seen teachers integrate lessons using online websites and using the online classroom available across the board. I wonder how much I missed out (tech wise) only being their one day or if the teachers I watched just didn't utilize those tools. 

Which brings me right into the next section, Technology Integration Issues. 

Their are six issues that directly affect teachers integrating technology into their classrooms. 

1. Administrative support and teaching style
2. Unwillingness to change favorite lesson plans
3. Reluctance to use technology in new lesson plans 
4. Use of technology as a reward or punishment
5. Use of technology as an add-on to other activities
6. Use of technology to separate students by ability groups

I can honestly see all of these things as possible reasons. The two I'm guessing happen most often are the unwillingness and reluctance to use technology in new lesson plans/add into favorite lesson plans. Teachers that have been working in the field for over 5 years began teaching with technology, but not on the same level as teachers entering the field today. The online classrooms, the interactive games, it can all seem a bit much to some, especially some old school teachers.

The one that I got caught up on was number 6- use of technology to separate students by ability groups. I wasn't completely sure of what that one meant. As explained in the book, it basically means that separating students this way (putting high achievers with each other and same for low achievers) is not beneficial because it reinforces a sense of haves and have-nots, as well as neglecting how using technology can being out the talents of low achievers.  

Lastly, is Becoming a Technology-Leading Teacher. There were a few ways brought up in this section to be successful in this, but I liked reading the sub-section titled Involving Students in Technology and Change. It stated that students are natural allies of teachers when it comes to ideas that involve technology. Kids are known to be very creative souls. Also...it's them having to do it. Wouldn't you think it's a good idea to get their input? I definitely do.Having their voices heard results in them feeling positive about themselves and therefor becoming more positive and production in their schools. Seems like a darn good plan to me. 

Credit to: Aj Cann on Flickr

"I want YOU to become a technology-leading teacher!" 

 Cann, A. (2008, August 28). Uncle Sam. Retrieved November 27, 2016, from https://www.flickr.com/photos/ajc1/2799103829/in/photolist-pwqrxa-5gm93R-6bxpCr-7PqEQK-qkMuE-cjyNZ-52YWBK-o3YYeE-eSz96h-8NVjhX-6Q4ptE-7vmrVf-f2WPZc-9dbZED-cTSivm-9Zu2cz-DbmxHo-hzLPh-f7VU7s-wMES6h-e1JauV-ktHrA6-JA4ksT-6WbcBP-qrHQQo-7rLCT4-idNWS9-7fbNuc-8tLNQe-eT7KbE-nPQ56G-8H22sM-3Y9cu-5ka2r-9GfRSS-bBFZGv-md5Ra-5ZoLnV-5DrKCh-78Vzvx-25431L-9YTN3G-duzjaN-p6FSen-hzLPf-4Wmysr-ne1NaU-a2adtS-eADtkN-698YaU

Today, T. (2016, April 24). Retrieved November 27, 2016, from https://www.youtube.com/watch?v=KmpaeUR4kd4

Maloy, Robert, Verock-O’Loughlin,Ruth-Ellen, Edwards, Sharon A., and Woolf, Beverly Park (2013). Transforming Learning with New Technologies. 2nd Edition. Boston, MA: Pearson Education, Inc.

 

Digital Blog Post #K

In chapter 6, I was instantly drawn to the section regarding WebQuests, as I will be diving in this area shortly. WebQuests are online inquiries by students that are designed and guided by teachers. Students will follow a map or tour within, gathering information along the way on whatever topic is chosen. So me, the teacher, would be able to customize the information they see and use. After gathering the information, usually students will then create a presentation about it, or a paper, a project, ect. Designing a successful WebQuest utilizes the following:

And teachers need to ask themselves the following questions: 

1. Who are the students and what are they capable of doing?
2. What are the primary ideas you wish to teach?
3. How will students at different skill levels productively work together?
4. Is technology integrated seamlessly into the assignment? 

I found this section very helpful in aiding me in understanding WebQuests. The above list and questions are something I will definitely be bookmarking for my future work using WebQuests. It seems like a cool way to present information for students and, so far, is one of my favorite uses of technology in teaching. 

The next thing is something I had no idea existed! Virtual field trips. Wow! This is so cool and I had no idea it was something that you could do! Virtual field trips can take students all over the world without having to leave their classroom. It is done through Google Earth and can transport an entire class to places like 

• Roman Colosseum 
• Palace of Versailles
• Smithsonian Institution 
• Great Wall of China
• US Capital building

and so much more! I really wish that my teachers in high school had taken advantage of this, although I graduated in 2012 so maybe it hadn't gotten big yet. This is something I, without a doubt, want to use in my classrooms! It would be an amazing opportunity for students who might have a mindset that they won't be going anywhere in their lives for one reason or another. I love it! 

Lastly is regarding online schooling. Online school has become a sensation over the past 5+ years. There are different options like, completely online, virtual school (going to an actual building but learning online) or blended learning (face-to-face combined with online schooling). In high school I remember setting up an online class...hating it...and dropping it immediately. Looking back I probably did not understand how it worked and didn't feel motivated to learn. Flash forward 4 years, and online classes have become my saving grace! Being a full-time manager of a business and a full-time student leaves very little time for anything else, so relieving the stress of not having to leave my home (and let's be real, get out of my PJs) definitely helps! Online classes are so useful for older students in college, as most have established a life outside of school vs 18 year old students creating a life around their education. For high school students, I know online schooling is an option for them as well. I can't think of the top of my head a reason why they would need it, but I do know doing PE online (what is that about anyway?) was a big thing when I attended.

Maloy, Robert, Verock-O’Loughlin,Ruth-Ellen, Edwards, Sharon A., and Woolf, Beverly Park (2013). Transforming Learning with New Technologies. 2nd Edition. Boston, MA: Pearson Education, Inc.

C. (2009, September 11). How does virtual school work? Retrieved November 11, 2016, from http://www.slideserve.com/rene/online-learning-21-st-century

Ellis, J. (2016, November 11). Bon Voyage. Bitmoji.

 Ellis, J. (2016, November 11). The Steps. Retrieved November 11, 2016. 

Digital Blog Post #J

First off, I'd like to talk about "The Role of Assessment in Teaching and Learning". The book discusses 3 types of assessment:

1. New teacher assessment 
2. Student assessment
3. Student self-assessment 

A new teacher assessment is how supervisors will assess your work. This one get my blood pumping because it will be the evaluation of ME! In the next two years as I take on getting my bachelors degree in education, I can expect to be evaluated quite a lot, by professors and observing teachers. In the end it will be useful for me, I know that, but it is intimidating! To become a teacher you must display your knowledge, your ability to create quality lessons, and demonstrate what you've learned in a classroom, with students, while the designated teacher observes. 

Student assessment is how the teacher will assess students' learning and in turn, your own effectiveness. A teacher is expected to log student's grades, milestones, and evaluate their ongoing progress. This can be done through quizzes, written assignments, or verbal assignments. For example, in both elementary schools I observed, the teacher went over site words with them, once on Monday and once on Friday. They would then keep track of the progress they made through the week...like if they could read more than they previously could. This would be kept in a student folder and sent home for the parent to see as well. The teacher can be expected to provide feedback to the school and parents daily, as well as report cards and meetings. This one is important because then you can ask yourself "Is my student learning?" or "How can I improve so that they are successful?".

Lastly, is student self-assessment. This one is how students can be involved in seeing their own progress. Self-assessment can help them play an important role in their learning and can build up their commitment to their learning. 

The next point is "Democratic Schools and Classrooms". A democratic classroom is one where the students and teachers together make decisions about how the classroom and their education will operate. So plainly, instead of the teacher being in charge of what each student is doing at every point in the school day, planning each lesson and every move to be honest, the students get to control this. The most famous example of a democratic school is Summerhill School located in Suffolk, England. It was founded in 1921 and is famous for being a "free" school where student's are in control of what they're learning that day, having open access to the arts, woodworking, outdoor activities and computers. My personal opinion of this type of education, is that it might be successful for these students...but I honestly can't imagine it working in the United States. If you had given me this opportunity when I was in school, I would know nothing right now! I would have completely abused my power, becoming the laziest student in the country. I have a strong feeling that would be the outcome for many US students. 

Lastly, is "Student Participation Systems". These are handheld wireless tools that offer interactive learning options for teachers and students that offer interactive learning options for teachers and students (pg 287). It's where you use remotes to create real-time exchanges between students and teachers. This idea is good for students answering teacher questions where they can individually answer the question using their remote. I had no idea this was a thing! However, in a class I observed, they did play a game using their personal computers and it translated onto the 'big screen'. I haven't ever seen remotes come into play, but I can imagine it's pretty cool! I'm sure it gives equal opportunity to each student to become involved in their learning. It sounds very intriguing and I would be open to trying it in my future classrooms (but maybe only 4th-5th graders). 

Maloy, Robert, Verock-O’Loughlin,Ruth-Ellen, Edwards, Sharon A., and Woolf, Beverly Park (2013). Transforming Learning with New Technologies. 2nd Edition. Boston, MA: Pearson Education, Inc.

Ellis, J. (2016, November 5). Retrieved November 5, 2016.

    Ellis, J. (2016, November 5). A.

    Created using Bitmoji