Chapter 31 and My Favorites

After reading chapter 31, I found advanced performance tracking and feedback program the most interesting. Imagine a leotard-like suit that can transmit body movements to computer software where it diagnoses the body’s ability to perform. The computer verbally and visually prompts the user on their performance. If the verbal and visual prompts are not effective, there is a device that is used to transmit information to retrain the muscle’s memory. The example in the text refers to using this device to critique key elements of a tennis swing in order to improve. Who wouldn’t want to improve elements of sports movements? I play softball and struggle with swinging the bat. Once in a while I will hit the ball perfect and send it flying for a double. I would love a device that would critique my swing and tell me how to fix it so I could have the perfect swing every time. Furthermore, I could see this device used to help injured people in rehabilitation programs. Along with exercise, advanced performance tracking would alter the muscle memory and ensure the injury site returns to a fully functional state.



My favorite activity this semester was designing a website. I loved every activity we worked on but the website was the most efficient and inexpensive way to keep the lines of communication open with parents and students over long periods of time. I will use the website for the rest of the year to post science news, introduce projects, post pictures of fieldtrips, update homework, and inform parents of important dates. Websites are simple and straightforward. I can easily change the format when needed. I have thoroughly enjoyed learning about all the telecommunication tools out there especially websites.

Rich Media Reflection

I found chapter 30, Using Rich Media Wisely, extremely informative. There are several rich media ideas I will take to my classroom, one of which is using more visuals to effectively teach while maintaining cognitive motivation. I already use some visual aids such as YouTube and on-line animations in my classroom. After reading, I realize I can use an assortment of visuals to communicate instructional ideas to my students. PowerPoint is a useful visual aid I need to utilize. It is cost effective and quick to create. PowerPoint can incorporate audio such as narrations that relate to the visuals. It can also use text along with graphics for learners to refer to as they follow the presentation. I need to remember to choose simple and clear images, label important parts of each graphic, and use clip art in moderation while creating visual aids for my students. PowerPoint slides, animations or videos must support the attention of students while avoiding sensory overload. Visuals must provide interest and motivation for students while increasing retention of information. Students retain more when information is related to their world. For example, analogies will help build mental models for students to draw from. Additionally, I will bring structure to my students by making printed copies of the visuals that will outline the lesson. I feel students like to see the big picture at the beginning of a new unit. I will also ask questions along with the visuals to guide students in the right direction. Outlining the target goals by the use of visual aids will help students stay focused and motivated. Furthermore, I will concentrate on lessening the use of seductive details. On occasion I tend to perseverate on useless trivia when teaching. Students have learned they can pull me off topic easily by bringing up a side-bar idea related to the topic and off to computer I go to find a visual aid. Sometimes the visual aid is helpful, but I need to distinguish between useful visuals and seductive details. I am going to be more conscious to use visual aids with text whenever possible to cognitively motivate my students.

SUMO Paint Review

SUMO Paint is a free, Web-based art and photo editing program. This program is easy to use for non-technical users. All tools are self explanatory. With a little trial and error, users can quickly learn to manipulate images using the tools. Images can be opened from your computer, the URL, or the SUMO account. You can also access all fonts from your computer to add text to your images. Images can be saved to your computer or SUMO account. In order to save to SUMO you first need to register which is quick and easy with practically no personal information. I had fun playing around with student’s photos but I need a great deal more experience to take full advantage of this application. My favorite feature was the star shape tools. I used these features along with the color filler tool to jazz up images. You can manipulate the star shapes and create different sizes, appearances, and shapes. I feel teachers can utilize SUMO Paint when creating visual aids especially with PowerPoint. If you are planning to buy an image editor, first give this application a chance. It does a nice job editing images for later use. Here is an example I created:

Google Documents Review

Google document is a great user friendly, Web-based word processing, presentations and spreadsheets program. I found many reasons to use this program in the classroom. Google document allows students to create, save, and share documents immediately on-line. Students can collaborate with one another instantly instead of emailing one document at a time. Documents can be created from scratch or up-loaded from existing saved documents. All documents can be saved safely on-line so you won’t lose your information if the hard drive crashes. Since all documents are saved on-line, future teachers can access student work to evaluate in-coming students. I feel teachers will be able to utilize Google documents in the classroom for several activities given that documents can be accessed from any computer. For example, peer editing in a language arts class or student presentations in science class. I’m excited to continue “playing” with Google documents and discovering more activities I can use in my science classroom.

6th & 7th Grade Science News

I put this website together for my students and parents. I continually get the complaints from parents that students are not bringing homework home at night or they can’t read the planner. I know this website will clear everything up…LOL. Seriously, I know some parents will use this website and try to keep their scholars on track. This website will also help inform students of work missed when they were absent.

Here's my site: CW Science News

Competencies for ID

As an educator, I find myself following the role of instructor for most competencies that where discussed in chapter 27. Reading through the list of competencies I find I have numerous strengths as well as numerous competencies I can improve upon. One strength is the ability to communicate effectively. I teach middle school science without a classroom text. I need to design every lesson to communicate information orally and visually for my students. For example, I will model how to set up and perform a science experiment by demonstrating the dos and don’ts. Every time we complete an experiment, I notice instructions that work well and those that need improvement. I write notes to myself for the following year to make it run more smoothly. Communication with parents is another important aspect in teaching. The middle school faculty agreed to send a folder home with each student every Monday with essential information such as student’s progress reports to keep parents updated. All the information in the progress report can also be found on-line at the school’s website. In addition to the Monday folder and website, I send home a written note to recognize good behaviors and attitudes. I have a lot of practice communicating with parents and students. An additional strength is the ability to foster an environment of learning and performance. I have recently started to feel more confident with classroom management. About two years ago I started utilizing Capturing Kids Hearts (CKH) which is a program that teaches students how to learn that success in the real world takes more than academic knowledge. Success is the confidence to rise above their circumstances. It teaches students to get along with others, take responsibility, and handle problems and decisions when they arise. Students discover their own self-worth and approach life ready to achieve. CKH focuses on critical, life-changing skills. I feel my room promotes an emotionally safe atmosphere where students can perform to their full potential. On the other hand, I found several competencies I need to improve upon. I need to improve on how I provide clarification and feedback, assess learning and performance, and evaluate instructional effectiveness. I attended a two day conference about formative assessment which concentrated on the three competencies I chose to improve. “Formative assessment is a planned process in which assessment-elicited evidence of students is used by teachers to adjust their ongoing instructional procedures or by students to adjust their current learning tactics.” – W. James Popham, Transformative Assessment, 2008. The major part of formative assessment is using feedback whether written or spoken to help the student to understand what to do to improve. I need to learn to provide descriptive feedback that will motivate and move students forward. One way to do this is through penalty free assessments which are based on targets and provide strictly feedback on the student’s knowledge without an actual letter grade. A target is an objective worded with student friendly language. After correcting the assessment, I will be able to find the targets learned and the ones that need re-teaching. I will group students according to whose getting there quicker. Some students will work independently while other will work in small groups with me to master the targets before moving on to new ideas. I feel I am ready to make big changes in my classroom to improve the way I give feedback, assess learning, and evaluate instructional effectiveness.

Funderstanding Rollar Coaster

The purpose for my screencast shows how to use Funderstanding.com. This website is great for students to practice their knowledge of maximum kinetic energy (KE) and maximum potential energy (PE) using a roller coaster. In the beginning of my energy unit I assign a roller coaster project where students actually build a functioning roller coaster. Students use the roller coaster to demonstrate their knowledge of maximum KE and PE as well as gravity, friction, mass, and speed. After all these ideas are taught, students “play” on the website using the energy terms to practice for their project.

One Standard Theme

One standard theme throughout all three chapters of “Trends and Issues in Instructional Design and Technology” are the instructional design strategies used to improve business, P-12, and higher education. These strategies indentify the instructional goals and analyze human performance problems systematically to determine the skills involved in reaching the goals. They also identify original causes of those problems and reflect on various solutions to deal with the original causes. Finally, the strategies implement solutions to correct the problem and evaluate results of progress to see the effectiveness of the strategies as a whole. The instructional design strategies used to improve business, P-12, and higher education are systematic approaches that are more effective than unplanned preparation which leads to failure.

I believe the instructional design field is useful and has real potential to improve student’s performance. Following specific improvement strategies such as ADDIE will enhance the development of human performance improvement (HPI) and eliminate the problems faced by teachers as well as students. There are improvement strategies that our school performs well and others we can improve on. I feel our school does a great job diagnosing individuals based on data provided by standardized tests such as NWEA and MEAP. The data is used to develop individual objectives/goals that are effective for specific learners. Lessons designed around test data demonstrate knowledge about the learners, tasks reflect the objective/goal, and teaching strategies improve the effectiveness. Teachers meet throughout the year using formative evaluation procedures to revise and improve the lessons to make them as effective as possible for each learner. On the other hand, teachers in my school only meet at grade and subject level. Our school needs to improve our summative evaluation procedures by meeting as a whole school not only grade and subject level to discuss the effectiveness of the lessons after the formative stage. Teachers, as a whole school, develop new materials as well as use existing materials to improve lessons for learners across grade and subject levels. Our school has the potential to improve by learning from all instructional design strategies.

Chapter 21 Reflection

Unfortunately with the current state of our economy, the improvement needs in the section “Needs and Future Direction” from chapter 21 seem unlikely to happen for many school districts. I agree schools need to rethink how they are allocating their current resources. I can’t tell you how many wasted dollars my district has spent on school improvement conferences. A new “piecemeal” change is taught at each conference to improve our district. Everyone leaves excited to use the new guidelines in hope of improvement. Within a few months principals stop holding staff members accountable, teachers become disinterested, and go back to the old routine. Don’t get me wrong, I am all for guidelines that will transform education. I just want everyone to stay onboard whether they truly agree or not. This brings me to positive modeling from school leaders. I truly feel a good leader models the correct methods to improve a school as well as encouraging the facility to continue implementing the systemic improvement. This is the first step to school improvement. We can continue to spend money and time to learn the systemic improvement transformation process but without good leadership any improvement model will fall to the wayside. I also believe policymakers are ultimately responsible for developing a systemic improvement transformation process in school districts that actually works for both students and teachers. So many districts are struggling financially. Teachers are spending money out of pocket for classrooms. Policymakers need to realize the expense it takes to do right by our students. They need to stop decreasing federal funding for school districts to compensate for other areas and look for the money elsewhere. I believe systemic transformation is needed to improve school districts but policymakers need to fix themselves before schools can reap the benefits.

Google Maps

I came up with a lesson in which my students will create their own Google Map for a research project on biomes. The maps will be used to assess the student’s knowledge of animal and plant relationships in an ecosystem specific to a geographical location on Earth. Each group of students will research and collect information for each biome such as average temperature, physical features, types of plants and animals, and interesting facts. Students will go to “My Map” on Google to create a presentation for their biome. They will create a new map with the biome as the title and a short summary in the description box. I will have the students start with the shape tool and shade in the location of the biome. Students will arrange placemarks throughout the area that contain the researched information. I will require students to use a variety of media for each placemark such as videos, hyperlinks, and plain text. After the presentation is complete, class members will visit each other’s maps to complete a scavenger hunt using the information found on each biome map.


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Summative Reflection

EDT 5410 has been a great learning experience for me. Every technology related task was completely new but connected to education. Some tasks where more challenging than others due to their unfamiliarity. Once I “played” with the new concept, the undertaking became less confusing. I found myself working on improving a few assignments well after they were due. For example, I’m still adding pictures to my photo sharing site, improving my blog, and adding websites to my social bookmarking page. Even though some tasks felt too challenging, I found support through hyperlinks provided in the learning modules, class members, and Dr. Horvitz. Most support came from my class members which I believe has been a great way to network and learn from each other. The one area that I would like more support or an area that I would like to learn more about is ways to improve my blog design. In my classroom, I plan to incorporate most, if not everything I have learned in class, as I believe it will benefit my student’s academic success. I’m excited to use blogging for support teams and social bookmarking to allow for access to my favorites from anywhere. My vision is that students in my classroom will use technology to learn from one another just as we, the students in EDT 5410, have learned by supporting one another. EDT 5410 has built my confidence towards technology. I was able to conquer every task given which is a great feeling coming into this course with very little techno-knowledge. I feel that educational technology was the right choice for my master’s program.

Technology-based Instruction with Advanced Assessments

Technology-based instruction along with advanced evaluation techniques are two interesting ideas I would apply in my classroom to enhance learning. Adding technology to a lesson will promote active and engaged learners through visually stimulating activities. I would choose the best technology activity for each lesson that matches the curriculum standard. For example, Excel could be used to create a pie chart to illustrate recorded data in a science activity. I would also put the lesson into practice by using technology as a tool to expand the lesson’s objective. Technology should be implemented in the classroom to help students grasp the concepts they are learning not for just for the sake of using technology. Students still need to learn to listen and take notes for the initial information. Technology can be used to take the students to another level of active learning as well as support the teacher. I would use technology to evaluate student’s knowledge by replacing paper and pencil assessments. Ideally I would like do away with standardized tests and assess students learning in other, more creative ways. The minute you say test students cringe and often times their learning isn’t accurately reflected due to anxiety. I would like to incorporate as many technologies as possible to make test taking enjoyable instead of dreaded. To do this, I would choose a technology that best fits each unit assessment. I want to make my classroom unique through the use of technology such as lasers, Christmas lights, stereo, LCD projector, PowerPoint, etc. For example, I would use PowerPoint as opposed to the typical paper and pencil tests student are accustomed to. Hopefully, by providing a different mode of assessing, student’s test anxiety will be reduced. For all of us “going green” individuals, it has the added benefit of being a nearly paperless test. I believe technology will help me achieve my goal of removing standardized tests from my science curriculum.

Podcasting in the classroom

Podcasting might be a great way to incorporate science and writing. I am fond of listening to NPR Friday science news on the way to school. The information is short and to the point as well as recent. I usually end up paraphrasing the news cast to the students. Now I will download the podcast. The students will listen and write a short summary. I feel podcasts are a great writing prompt for middle school science students.

Chapter 14 reflection (week 7)

I believe our school is using a program similar to the HPI approach called CECA, challenging each child to achieve. As a whole, our school is trying to increase our standards of teaching by incorporating Michigan’s new grade level content expectations as well as the new graduation requirements. CECA enables teachers to collaborate and design individual plans to meet the needs of each learner while integrating the Michigan GLECEs. Students are tested three times a year, once in the fall, once in the winter and again in the spring, using the MAP computerized test. Teachers are divided into CECA teams according to subject and grade level. CECA teams meet three times a year right after the MAP test data is posted to evaluate each learner and the class based on MAP data (present and past), MEAP data history, and teacher assessments. In the fall, teams meet for the first time to develop grade level criteria for accelerated learners in math and reading, at-risk learners in math and reading, and general math and reading that are specific to a learning goal. Learners are grouped according to the criteria for a content area or a learning goal. For example, content area for reading or learning goal for informational text comprehension might be used. Teams concentrate on the at-risk learners as one group. A list is formed with the level of intervention needed and an action plan to help the at-risk learner succeed. Along with the intervention list, teams define how they will assess the learner periodically throughout the next few months and determine when the interventions are no longer needed. The process is repeated for accelerated learners. Finally, teachers contact accelerated learner’s and at-risk learner’s parents to discuss the individual plan designed for their learner’s needs. Teams meet again in the winter for a checkup and in the spring for the final evaluation of the learners to create tips for next year’s teachers. The cycle begins again next year. CECA is one technique that approaches the idea that students are not one-size-fits-all learners.

Educational Podcasts

My interest is science. I teach all areas: earth, life, phsycial, and scientific methods. My podcasts center on these areas of science. I placed my podcasts to the right in the gadget section. Take a look or should I say listen. :)

The Internet and World Wide Webs impact on grades K-12

I believe the Internet and World Wide Web has a major impact on educational programs at grades K-12. I agree with the authors that the impact can be both positive and negative. The internet has many positive attributes for instructional learners. First, the students have a variety of information at their fingertips. A wealth of resources exist to help students research the internet for information on a project, find answers to questions, and look up school related photos. Internet technology allows teachers and students to keep up with current news events in the world. Students benefit from the convenience and flexibility of the Internet and World Wide Web. Additionally, learning through interactive websites has many advantages. Interactive websites allow students to practice academic techniques. For example, one interactive website is set-up to build your own roller coaster using gravity, mass, acceleration, and speed. This website is a great method to apply learned ideas. Interactive websites will also give learners individual attention. They are given the opportunity to practice learned ideas without the fear of completing a task incorrectly in front of peers and feeling embarrassed. Work becomes play and is more appealing to any student. On the other hand, email has become a great way for students to interact with each other. There are always a handful of students that are uncomfortable talking in class. On-line discussions are easier for these students since communication is anonymous. Furthermore, computers equipped with Internet and World Wide Web access have become an indispensable part of every classroom. I personally use the internet on a daily basis to find information for science activities, visually display images using the LCD projector, and downloading items free for science lessons. The Internet and World Wide Web creates fascinating ways for teachers and students to communicate, share information, and come together. It will continue to change the way we teach and learn. On the other hand, the Internet and World Wide Web has its disadvantages too. Students rely solely on the Internet for information. The Internet has made research too easy. Libraries are becoming a thing of the past. Students don’t realize there is whole world of information in books, magazines, and micro phish found at the local library. Moreover, students are exposed to an array of inappropriate material. This mass media opens up doors to pornography, sexual predators, and possible drug dealers. In conclusion, it appears that the advantages the Internet and World Wide Web provide outweigh the disadvantages.

Chasing the Laser

How to get to John Ball Zoo from Belmont

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Rubens Tube

Vacation Out West

My Thoughts on Photo Sharing and Chapter 2

Photo Sharing is an interactive way for students, parents, and teachers to share photos, create projects, and display students work in one central location. Teachers can set up the original photo sharing site and only open it up to parents. Albums can be created for each event related to the photos taken. For example, pictures taken during field trips, sporting events, in-class activities, and extra-curricular activities can be placed in the appropriate album. Parents will be able to load pictures to the albums instead of emailing or burning CDs for the teachers. Along with the photos, anyone can add comments to the message board about the shared pictures. Furthermore, teachers can create virtual projects online using photo sharing. Parents can access the project from home to better understand the project or retrieve the information for a sick child. Teachers also have documentation of projects to use for the next year. Last, photo sharing is a great place to exhibit students work throughout the year. Parents can get online any time and view what their scholar is accomplishing in academics. Parents and teachers can use the message board to communicate in regards to students work. Photo sharing is a great way for teachers, parents, and students to interact in one location.

Photo sharing poses a few concerns about safety. Anyone can view pictures that are open to the public. Students may place revealing photos of themselves with too much information online. Or students may use false profiles with an incorrect age. Predators may discover the location of an individual and act on it. There isn’t a great way to monitor how students use their account other than teachers checking each website every day. Another concern is how the pictures are organized on the website for public view of all photos. When I went to “explore” zoto.com, my pictures were intermingled with someone else’s photos depicting a woman doing obscene things with a Barbie Doll. I don’t want to be associated with those photos. I thought my photos stayed only on my account not out there with other account members.

The benefit of photo sharing is the ability to interact with friends and family through sharing photos and comments in one central location without a hefty cost. You can upload photos to an album and send the link to friends and family to view online. I believe photo sharing will replace sending photos via email or mailing CDs. With unlimited storage, you can store as many images as you like for as long as you want. Anyone from any location in the world at any time can access a photo sharing website to view photos for enjoyment, entertainment, and research.


The authors describe the process of instructional design similar to a lesson plan. I find myself using most of the (ADDIE) characteristics when developing a lesson plan just in different orders depending on the goal of the lesson. (1) I start a science lesson plan with a measurable objective that follows the Michigan standards. (2) I use data from MEAP and NWEA tests to classify students into learning types. (3) For every lesson, I create a related hands-on activity to strengthen the objective. I carefully choose a variety of media for every hands-on activity. I want to touch on all the multiple intelligences to keep every student involved. (4) I supply students with the proper materials to complete projects, activities, and experiments. (5) I end every unit with an assessment. Usually science assessments are not pencil and paper. I use alternate tests such as centers, projects, or experiments. These types of assessments will demonstrate the student’s ability to use the materials to solve a problem.

The differences I found in the instructional design were team effort and lack of live teachers. The authors describe team effort as large groups with complex ideas which include members with specialized skills and a variety of tools. My lessons often use teams or groups of students. The difference is my groups of students are small where everyone tries their best to express “complex” ideas. Each student contributes their own unique skill to enhance the outcome. The author’s description of team effort is too complex for middle school academics. Furthermore, the authors make several references to not having a need for live teachers for students to achieve an objective. I strongly disagree with this statement. No matter how great an instructional design may be a live teacher will always be needed for interaction and guidance. In fact, the authors go on to say that instructional design centers on business, industry, government, and military. I feel education uses instructional design as often if not more than the above mentioned.

Online Photo Sharing

http://www.zoto.com/site/#USR.bfletcher

My Thoughts on Social Bookmarking and Chapter One of Trends & Issues

I feel that social bookmarking would benefit both teachers and students. For teachers, social bookmarking is a great way to organize key websites for future use with thematic units. Tags are useful to organize each unit into categories to easily locate. Most websites can be used throughout different units thus multiple tags are used to identify each unit the website is associated with. Another benefit to teachers is the ability to access your “favorites” from home. I already started compiling all my “favorites” from my work computer into Delicious.com. I have a student intern this semester that can also access useful websites from her home to help with preparing lessons. Furthermore, social bookmarking allows teachers to share significant websites with other teachers. Teachers from all subjects can create a place to visit for ideas as well as developing lesson plans that span across the curriculum. Each added website would need a tag(s) to identify what subject it belonged to. Not only could teachers create one social bookmarking account, but each teacher could create their own and connect to other teachers through adding a new user to the network by clicking on PEOPLE. This allows you to view everyone at a glance or one user at a time. Teachers would have an endless resource of information. In addition, social bookmarking would benefit students. Teachers can demonstrate how to create a social bookmarking site for specific projects for students. As students research, they can continue to add related websites for others to view. Teachers can monitor the social bookmarking site to make sure students are using it appropriately. Students will build a valuable resource site they can all use. Social bookmarking is a wonderful way to build an internet resource foundation that can be shared by both students and teachers.

As I read Trends and Issues, I thought the definition for educational technology kept evolving along with technological growth throughout time. The last definition from AECT was short and to the point. “Educational technology is the study and ethical practice of facilitating learning and improving performance by creating, using, and managing appropriate technological processes and resources.” (Reiser & Dempsey, 2007) I feel ethics is a large portion of educational technology. One negative aspect of educational technology is the issue of plagiarism. My students will often use the cut and paste feature to complete assignments that should be their own thoughts. As a teacher I am responsible to teach students right from wrong not only with plagiarism but all negative aspects technology brings. Also technology enhances how teachers facilitate learning in the classroom. So many students need visuals to distinguish correlations between academic ideas. Technology enables teachers to use the internet, LCD projectors, and overheads to allow students to make correct correlations. Last, students are able to improve their performance through technology. For example, the student with the illegible handwriting can type out assignments on a computer with spell-check. This will build the student’s confidence knowing the teacher can read the work and spelling is no longer an issue. Taking advantage of the appropriate technological resources can help students be more effective learners.

I love my job teaching middle school science and I will always continue to work with children whether I am a teacher or not. Technology will also be a big part of my teaching style. I feel technology goes hand-in-hand with science. I hope to stay knowledgeable with new technologies in the classroom as well as outside in the real world. My goal is to improve student’s learning as well as my performance as a facilitator through continually advancing with the world of technology.

My Delicious Page

http://delicious.com/22bfletcher

My Thoughts on Wiki Pages

Wikis are by far my favorite assignment. They are the simplest which means easy to use when you’re technologically illiterate. Everything was self explanatory from adding to changing with a click of the edit button. I found I can enter and edit morsels of text along with my group members. My group members can than view and edit anything I wrote. I also enjoyed visiting other class member’s wiki sights for help. I wasn’t able to create a hyperlink and saw another group had used several successfully. I went into their discussion group, asked for help, and within a day I had the answer. I like our little community. On the other hand, I did have one concern about wiki pages. The idea that anyone on any page at anytime can edit the contents with complete anonymity is slightly alarming. What if a person enters a site that you set up for your students and inserts profanity? What’s protecting you from vandals?

I would use wiki pages for any collaborative projects in a classroom. For example, in my science class students pair up to research and write a research paper on a genetic disorder for the heredity unit. Because my students live long distances from each other, it’s hard to find time to pair up and work on the paper. Using wiki pages would allow students to collect information in one place, brainstorm ideas, link useful sites, and edit each other’s materials while never leaving home. As a teacher, I can visit each student’s wiki page to see how much work a group is putting into the project and monitor if both students are putting in the same amount of effort. If students are struggling with ideas, I can offer suggestions and ask probing questions to get them to consider all aspects of the assignment. A research paper is only one of several different applications wiki pages can be used for in a classroom…science fair, student portfolios, teacher/student collaborations, literature circles, and math support groups. Wiki applications are numberless.

Week 2 Reflection

My impression of using a blog and RSS reader:

I was pleasantly surprised creating both the blog and the Google reader (RSS). Creating a blog was relatively easy. The step by step instructions found on Blogger were clear and concise. Within minutes I had my own blog page. I also enjoyed designing my page using the profile, settings and layout options. I even downloaded a picture of my very cute dogs. One disadvantage with a blog is the ability to only see one blog page at a time. Otherwise, creating a blog was a useful, educational experience that I will take into my classroom.
As for the RSS, I was surprised to learn I already had one through my Gmail account. I was able to subscribe to everyone’s blog and access everyone at once. Google reader also updates automatically so I can see if new comments have been made to my blog. In addition, the tutorials were helpful creating “my stuff” as well as all the other options. One disadvantage with Google reader is the lack of visual appeal. It does not have the luster of my blog page. Otherwise, I find myself using Google reader more often than my blog to locate website.


Which level of Dale Cone’s model does each tool (blog/RSS) lend itself to?

Growing up in the computer age I can see a blog and RSS Reader fitting into most levels of The Cone of Experience by Dale Cone. As I looked closer into the article, I decided to place both tools into a combination of the Television, Motion Picture, Recording, Radio, and Still Picture levels. RSS readers enable users to explore the real world through continuous news updates with related photographs to imprint images in the mind building a concrete association with abstract ideas. Users also have the ability to create collections of websites which offer all levels of experiences. Furthermore, a blog creates an identity for users through pictures and profiles. Visitors to a blog will build an impression based on the condensed information. In conclusion, modern day technological tools such as a blog and RSS reader enable people to experience events, past and present, first hand through visual, audio, and verbal interactions. These interactions follow Cone’s device showing the learning progression of students. With the correct knowledge, I feel teachers can use any type of technology to further the growth of students through every level of The Cone of Experience.


How I would utilize Siegel’s concept of “computer imagination”.

Throughout my years of teaching, I notice one common problem among students…turning in homework on time. There are many reasons students don’t turn in homework. In my experience, the most common reasons are: forgetting to fill in their planner, not understanding the assignment, or inability to read what they wrote in their planners. I wanted to decrease the number of missing assignments so I designed a system where students could contact each other after school hours. I called the system support teams. Support teams are small groups of students who exchange phone numbers to help find missed information on assignments after they go home for the day. In addition to academically supporting each other, teams are rewarded with extra credit points when every member turns in their assignments on time. One disadvantage of sharing phone numbers is students can only talk one-on-one. This is where a blog would be very useful in place of or in addition to phone numbers. Each student would set-up a blog page. I would designate a place for each team on the class website. Students would be able to access more than one student in their support team for help on an assignment from home. Furthermore, I can check in from home, join a discussion and assist students if needed. I believe using blogs can benefit student’s academic growth through peer interaction and constitute as an imaginative educational use according to Siegel.
Another imaginative educational use would involve the RSS reader. I would create a RSS reader to communicate with parents and students. First, I would subscribe to all my students support team blogs so everything associated to science class is in the same location. Next, I would set up important information areas such as homework updates, projects, newsletter, field trips and calendar. For example, the project area would include links to safe and educationally entertaining websites for students to visit to enhance the current science project. The field trip area would have links to Google map, videos about the event, and pictures taken during the event. Also, parents and students can click on “my stuff” for my email address, read items from the news I feel are essential to specific units, and share thoughts through my notes page. I understand a computer will never replace a face to face conversation with a parent or student. I just want to make communicating accessible to everyone no matter how busy their schedule.

Week 1 discussion: Integrating Technology into the Classroom

While reading each article, I found concepts in both that I agreed and disagreed with. As a teacher interested in preparing students for the future, I agree with integrating technology into our schools. Reigeuth and Joseph, discuss the sad truth that many factory jobs are disappearing. I see this first hand with relatives and friends that have lost their jobs with Steelcase after 25 years. Students need to be kept updated in various new technologies to better prepare them for the real world and a competitive job market. No matter how hard individuals try to avoid technological growth, it is still going to occur. In order to meet the needs of students, we need to change the idea that one-size-fits-all. I believe in focusing on each student’s strengths and creating a personalized plan whether the student has disabilities or not. Undoubtedly, this is an overwhelming task; however, educational systems need to concentrate on using technology to assist teachers in making this happen. An effective method for using technology in the classroom is to use software designed to implement differentiated instruction. This will offer a variety of learning options through which students can demonstrate their knowledge. Options that would include research on the internet, creating power points, producing videos, building a model, or developing a website. I recently began using differentiated instruction in my middle school science classroom. To date, it has proven to be very effective in reaching each student’s needs. Each unit is set up to look like a daily assignment sheet which offers a variety of choices for activities with varying point values. Each lesson has a mix of activities that will reach different styles of learning. At the end of the unit, students are required to earn a set amount of points. Additionally, I agree that “report cards” that simply state letter grades do not provide enough constructive feedback. Standards based report cards help to demonstrate the specifics of the student’s knowledge in each content area which we us in our school. In our organization, we use additional alternative methods for reporting such as a language arts folder. The folder which is started in Kindergarten follows the student every year with new examples of work added to it each year. This allows teachers to review the file before having the student in their class so that they know what to expect and focus on. I am hopeful my school system will discuss using technology such as software programs to assist in organizing students academic levels electronically for easier access.

While reading Postman’s article I tried to maintain an open mind but found most of his theories extreme and without supportive evidence. I did agree with new technologies driving the old technologies out of business. I see fewer “mom & pop” shops and more superstores. Skilled trades seem to be used less often and more often we find mass produced manufactured goods and services. Throughout most of Postman’s article, he generalizes negatively about the many advances of technology and yet fails to describe in any detail why he believes advancements in technology are the problem. For example, his comment about the use of computers in the classroom will stifle student’s intellect and social capacity. In reality, the world is full of new and exciting technologies that will grab the attention of students no matter what their interest. I see this first hand in my science classroom. Every Friday one student shares an article from various sources about something new in science. Most of the articles pertain to new technologies in science. Students not only learn something new but in turn converse and ask questions. I find it difficult to believe that Postman would not support the idea of new technologies if ever it benefits him personally. There may be a time when either he or a loved one needs an organ transplant, chemotherapy, or to make a call to the fire department for help with a burning home. To the question Postman so commonly asks, “What is the problem to which “this” is the answer?” will be, “technology is the answer which saves lives and often makes life better.” In my opinion, Postman never really proves his point and has very little evidence to back his ideas.

In conclusion, I found myself not fully agreeing or disagreeing with each article. I do agree with integrating technology into my classroom as often as possible. I also truly believe technology will help my students to be better prepared for the real world and be able to compete in a competitive, global economy.