Journal 9: How to do More with Less

Pape, L., Sheehan, T., & Worrell, C. (2012). How to do more with less: lessons from online learning.                  Learning and Leading Through Technology, 39(6), 18-22.                                                              http://www.learningandleading-digital.com

This article explains innovative strategies for utilizing technology in the classroom, effective discussion and analysis time in the classroom, and content understanding outside the classroom.  Pape, Sheehan, and Worrell explain the use of social media, blogs, and creative tools for self expression and explanation of content and understanding.  They explain real life uses within the classroom such as comic strips and digital story boards that allow students to show and understanding of the materials presented for the curriculum, while also being able to exhibit their knowledge of technology and creative skills.  It is also explained that digital learning tools allow students to work and progress at their own pace, helping them not only stay on track, but maintain their motivation since they do not feel like they are falling behind their classmates.  Students have shown progress, excitement, and a willingness to learn and are happy to show their parents their progression and assignments within the digital classrooms.  It keeps the students engaged and keeps them on track; two wonderful accomplishments for an alternative way of learning. 

Q: Do I think that utilizing digital learning alternatives in the classroom is a good idea?

A: Absolutely.  Since we are living in a technological world, and living in a world where everything is revolving and advancing around new technology, I think it is very beneficial, and I think children will continue to respond well to having technology in the classroom.  It excites them, keeps them engaged and motivated, and I think it opens new avenues for them to explore for future skills.

Q: How do I think I will be able to incorporate this idea into my classroom?

A: I think I will be able to incorporate this into my classroom with the ideas of story boards, comic strips, digital reading and learning lessons, and digital assignments.  Since I am planning on teaching K-5, I think they are too young to be exposed to social media sites and don't need to be wrapped up in that world too quickly, but I think having them interact in groups and collaborate on class projects in a digital aspect will be very beneficial. 

Journal 6: Foster in Creativity and Innovation Through Technology

Vaidyanathan, S. (2012). Fostering creativity and innovation through technology. Learning and Leading        with Technology, 39(6), 24-25. Retrieved from http://www.iste.org/learn/publication/learning-            and-leading/DigitalEditionMarch-April2012.aspx.

This article  explains how Sheena Vaidyanathan, an Elementary School teacher uses technology to educate her students, and how she promotes them to learn through technology instead of learning with technology.  Although many think that the tasks assigned to the students is too difficult or unrealistic for the younger grades, Vaidyanathan's students exhibit both understanding and excitement about tasks and skills that not even I understand how to complete.  She explains how the students are interested in the projects and take initiative to create their own projects, manipulate previously completed projects to see how they could have done things differently, and shout out opinions of how they are going to alter her original images and ideas in their own projects.  Parents are happy with the results that they are seeing in their children and are happy with how it is connecting to other STEM subjects and materials. 

Q1: Will I be able to incorporate technology into my classroom in this way?
A: I think I will be able to incorporate technology into my classroom with different activities involving writing, reading, spelling, and different art aspects, but I do not think I will have the personal abilities to incorporate technology to the extent of the author.  I am not as technologically savvy as the author and don't understand the process and meaning behind some of the first tasks she explained, but I would definitely expand and continue my education in technology in order to better educate my students. 

Q2: What are options for school that cannot afford to provide computers to every classroom for this kind of instruction?  
A: In order to help fund computers and software for student learning, schools would need to fund raise, appropriate technology expenses a little differently for a few years, as well as ask parents and the community for donations or computers they no longer use.  Schools don't necessarily need to have a full classroom of computers in order for students to learn by this method, but as long as a few different computers can be financed, teachers can implement more technology uses into their curriculum plans and help students learn more thoroughly through technology.

Journal 8: Adaptive Technology

COMMUNICATION:


Augmentative and Alternative Communication (AAC): includes any form of communication (other than oral speech) that is used to express thoughts, feelings, needs, and wants.  The use of AAC includes gestures, facial expressions, use of symbols, pictures, and writing.  People with severe language problems rely on AAC to supplement existing speech, or replace speech that is not functional.

An example of a "low tech tool" used for special education is colored filters for reading.  Colored filters help students detect different words, spelling patterns, prevent movement of letters (as in dyslexia), and can help students decode words as they read.  Colored filters would be used in classrooms for children who have learning disabilities and need assistance with reading.  The filter is placed over the material and adjusted by the child as they work through the reading.  Teachers can also add the filters to work to help highlight key words or phrases that the student should remember. 

 An example of a "high tech tool" used for special education the Nova Chat 7.  The Nova Chat 7 allows students with limited communication skills to interact with peers and teachers by utilizing the touch screen images to express their feelings, needs, questions, wants, etc.  The touch screen can communicate out loud with others to allow the student to communicate.  This tool can be used in the classroom because it will allow the student to participate in discussions, as well as answer questions from the curriculum, or ask questions if they are confused.

ACCESSIBILITY:

Input Devices: are tools used to input information into computers.  These tools include keyboards, the mouse, scanners, etc.  For those who are learning disabled, special devices are used to help them input information and navigate the computer in an easier way. 

One example of a hardware tool to assist children with learning disabilities is a desktop touch monitor.  Touch monitors alleviate issues with mobilizing the mouse to direct computer movements and also assist children with movement disabilities.  Touch monitors can be mounted to walls, computer desks, or be mobilized outside for better optimization of the needs of the child.  Touch monitors can be used in the classroom for students with disabilities and used as alternatives for note taking.  They can also be used for interactive lesson plans and software that the child can work through at their own pace.




An example of software for children with learning disabilities would be the Time 4 Learning software designed specifically to help advance children with special needs and learning disabilities.  Time 4 Learning approaches math, reading, and writing through educational games and tutorials and allows the child to move at their own pace throughout the lessons.  Time 4 Learning would be helpful in the classroom because it assists teachers in creating lesson plans for children with special needs, but also allows the child to be stimulated visually, orally, and physically.  They can listen, watch, and move through the lessons at their own speed while learning the curriculum material.

Journal 7: My Personal Learning Network

A Personal Learning Network (PLN) is an online connection tool that people can use to share ideas, comments, information, and resources.  When creating my own PLN, I connected with people using Twitter, Diigo, and the Educator's PLN website.  I believe these PLN resources will help me as I become a teacher because they will help me access and share ideas with other educators, get feed back from unbiased sources, and research new ways to incorporate learning standards into the classroom.  It will allow me to share my ideas and thoughts as well as get helpful advice from more experienced educators and people in the education field.

I utilized Twitter, a social networking website of users posting live streaming feeds, to create a network of fellow students, educational organizations such as Education Nation, Education.com, Education Week, and the US Department of Education, as well as elementary school teacher with over 25 years of experience, in order to gain knowledge and different perspectives of the educational community.  Through Twitter, I was able to access an educational chat, #Kinderchat, which discussed the different perspectives of giving homework to Kindergarten students and differing opinions on alternative options for homework.  The chat took place at 9pmEST on Monday, April 2, 2012.  Users in the chat were discussing whether or not Kindergarten students should be given homework, and if so, what kind of homework is appropriate for their age level.  The general consensus of the chat was that students in Kindergarten should not be given homework, that it is a waste of time, and that the only homework that should be given at that age is to go outside and be a child.  Some participants were arguing saying that sending students home with reading assignments can help build bonds with the parent and promote parent participation, which I agree with.  I was alarmed at how many educators felt that giving homework is pointless and unnecessary.  I personally feel that homework is beneficial because it helps the children retain skills.  The participants argued that too much homework is given and that it is overwhelming and takes from family time.  I agreed more with those who said that parents should be actively helping their students continue their learning skills, help them complete their assignments, and promote learning.  Kindergarteners do not need to get a huge amount of homework, but I do think it is important that they are able to practice their skills and take home packets or have different activities to complete to help continue learning outside of the classroom. 

Using Diigo, an internet bookmarking tool, I am able to follow different educators or people in the educational field and access different articles and websites that they find interesting or useful in the educational occupation.  I have been able to create a Diigo account and follow the bookmarks of a high school librarian, four teachers, and a fellow student.  I have chosen these people to follow because their bookmarks are not only informative, but also interesting because they relate to a variety of information such as technology, social studies, study guides, and PLN tools.  I chose to tag the Teacher's Challenge website, http://teacherchallenge.edublogs.org, because it explains different ways for teachers to set up blogs and utilize them in the classrooms with their students.  I think it is an informative way to help students post their progress as well as projects while allowing other students to access it as well as their teacher and post feedback.  I also chose to tag an ISTE article, "Building a PLN for Teachers and Educators," because it gives step by step directions on how to create different PLN's and shows readers that it can be fun and easy and does not have to be a difficult or stressful task. I also chose to tag the Educator's PLN website because it is a strong network of educators from all over the country that can post blogs, share videos, live feeds, and chat about different issues, interesting topics, and share resources with one another in one central website.  

I joined the Educator's PLN website because I thought it was an informative website with a multitude of different resources, opinions, and ideas that are relevant to the education profession I am seeking.  While on the website, I read an article titled "Teaching Isn't Really A Profession," by Thomas Whitby.  In the blog post, Thomas expressed his continuous encounter with the opinion that teachers are not professionals, and that being a teacher cannot be considered a profession because teachers are members of Unions.  His blog not only surprised me, but also infuriated me because some of the opinions he stated made it seem like people feel that teachers are servants and servants are not professionals.  He countered that opinion in many ways and empowered the profession by stating how much educators put up with from the public, and that people should not group educators together because of the petty mistakes of a limited few, and that educators should be respected for their efforts, continued and mastered education, and advocacy for the children in their classroom.  His blog is powerful and I think he made some very good points about how over looked the teaching profession is, but that it is, without a doubt, a profession, and that most teachers are more professional than the "professionals" in other job circuits. 

Journal 4

Campbell, L. (2012). If you give a kid a video camera . . . Learning and Leading with Technology, 39(5), 30-32. Retrieved from http://www.iste.org/learn/publications/learning-and-leading/February-2012.aspx

The article expresses that if you give a child the opportunity to use a personal recording device, such as a video camera, the child will use and and thus want to learn more about using it, and want to learn more while using it.  The article lists some different ways to incorporate video cameras into learning language arts, math, science, and social studies.  The article expresses different ideas on ways to use the cameras, but also expresses why it feels the cameras would add to the learning of that subject.  Along with getting the children more engaged, the article expresses that children learning with the use of video cameras can also learn by being able to watch other studen group processes, rewatch their presentations to learn from mistakes, and can also be used for field trips when not all students are able to attend.

Q: Do I agree with the article on the use and importance of video cameras in connection to learning?

A: Before reading this article, I would have told you No, that I don't think video cameras would be benficial to learning.  However, after reading this article, I agree with the author and I can see the different ways that video cameras can enhance the interest in learning, and the process of learning.

Q: In which ways would I ude video cameras to aid in learning?

A: I feel that video cameras would be very useful in allowing students to watch other groups, or their own group during presentations in order to learn from mistakes.  I think it is good to see what you did wrong by watching yourself so you can improve for the next time.  I also think it would be useful for teachers to record presentations, so they can watch the presentation without grading, and then rewatch it later in order to grade.  I also like the idea of recording fieldtrips so that students who could not go can get the experience and knowledge as well.

Journal 3

Krauss, J. (2012). Infographics more than words can say. Learning and Leading with Technology, 39(5), 10-11. Retrieved from http://www.iste.org/learn/publications/learning-and-leading/February-2012.aspx

Jane Krauss expresses that Infographics, or visual displays of information, help engage multiple parts of the brain and help children to look at problems from more than one angle or point of view.  Infographics go beyond "old school" images and allow children to interact and be more hands on by using computers to solve data sets and problems and allows the data to be combined to show representations, connections, and relationships involving the information.  Infographics are also showing to be beneficial because they mark the spots where linguistic and nonlinguistic merge.

Q: Do I think Infographics are useful?
A: YES! I think that kids are very visual and hands on, and I think that they learn much better that way.  I think that using infographics allows children to look at things in a different way and take a different approach to solving problems.  I think the use of Infographics will help children become more interested in different subjects, and I think it will help deter their frustration if they do not understand something in class.  Being able to interact and look at problems in different ways helps promote problem solving, and I think Infographics will help to promote that.

Q: Will I try to incorporate infographics into my teaching?
A: YES!!  For the reasons I stated in the above question, I will absolutely try to incorporate infographics into my teaching lessons.  I know that not all schools are equipped with enough computers for each child to use their own during class time, but I think that as long as 1 or 2 computers are available in the classroom, I will be able to incorporate learning with the help of infographics.  I personally learn better when I am able to be hands on, so I will do everything in my power to extend that helping ability to the children in my class.

Journal 2

Ferguson, H. (2010). Join the flock!. Learning and Leading with Technology, 12-15. Retrieved from
     www.iste.org/Libraries/ ...and.../June_July_2010_Join_the_Flock.sflb.ashx



The article "Join the Flock" is expressing how personal learning networks are becoming more and more popular and useful for educators.  Hadley Ferguson explains the process in setting up a Twitter account, that a Bio and picture are helpful to help inform people who you are and what interests you, explains how to follow people, that watching conversations is okay before actually getting into the "tweet" process, and that it is a compliment to retweet someone else's posts, and that it actually helps you gain followers. She says that Twitter is a useful way for educators and people who are interested in education to stay connected, share ideas, and communicate.


Q: Would I use a PLN??
A: I think once I understand how to use Twitter and the process of hash tags and following people and posts on Twitter, I think I will use it.  Since I just started the account, it is confusing and I am not sure how the whole process works, but I think once I understand it, it can become a useful tool and will allow me to connect with other educators and share information to make my teaching experience more beneficial for my students.  

McClintock-Miller, S. (2010). Enhance you twitter experience. Learning and Leading with Technology, 15-17. Retrieved from http://www.iste.org/Libraries/Leading_and_Learning_Docs/June_July_2010_Join_the_Flock.sflb.ashx

The artilce "Enhance Your Twitter Experience" discusses how to use Twitter more effectively for a PLN, and explains the different terms that are associated with using Twitter.  She also explains how to connect to people on Twitter and how to condense multiple social media sites onto 1 general page, such as HootSuite.com.  She explains how to use HootSuite, and also explains how to use hashtags, and the importance of also commenting on other people's postings instead of only posting new things.  She also expresses that she started following people and pages of direct interest to her, and how it helped her increase and build her PLN. 

Q: Do I find Twitter helpful and easy to manage?
A: I think that Twitter can definitely be a helpful tool to share information with fellow educators and people working in the education industry, however I think in order for it to be a helpful tool, I think people need to actively be checking and posting on their Twitter.  I also think that if people want it to be useful and helpful, they need to seperate personal posts from work related ones.  So far, I find Twitter confusing, but I think that if I continue to use it and work with it throughout the semester, I will find it easier to manage and make better PLN connections for the future.