THE COURSE:
I think that what I have benefited most from the course is the fact that I have learned about new resources that I can add to my classroom. These have come both from the book and from the knowledge of the other students in the class. I think the structure of the course allowed for adequate timing to complete the assignments and what to do with the information and how to incorporate it into our classrooms or at the very least into the blog.
The format of the course is exactly what it was titled to be through SMU. It is an online learning course that is extended in face to face meetings. I would have liked to have more teaching aspects at times of how to use these ideas in our classrooms and more feedback from the professor. I do know that Dr. Lan, was willing to do this if the student made the innitive to contact her. I loved the one on one conversations both over the phone and in the classroom to see where we were located. I liked that after the second part of the class more grades were given and we were able to see where we stood in the class. I think the final exam reveiw is a benefit that we did not have for the mid term and it would be good to have one for future classes. Examples on the projects before hand will also be beneficial for future classes. I think what inhibited me the most as a learner is that I like constant feedback that wasn't always available. I would say the changing of deadlines was also hard to switch to. I think that for next year, it would be beneficial to have set guidelines and when the week closes, the week closes and assignments will not be allowed after that time. This might mean that the class will start with a week and a half to finish assignments like we ended the class.
I think that overall Dr. Lan was very inviting to our veiwpoints and adapted the class as needed.
AS A LEARNER:
I think that while I haven't learned a lot of new components of teaching technology, I have learned how to find resources that are good to use int eh classroom. I would have liked to see our face to face meetings as more of what we learned and discussions aloud to add to (maybe through jigsawing??) what we were learning on our own. I think that while I learned a lot and posted early in the discussion boards, sometimes I forgot to go back and read what other people put because it all became redundant.
Overall, I believe that I learn better in face to face meetings, but there are ways to incorporate that into this class as well. It just means that our face to face meetings would need to be scheduled more about talking about what we have learned and incorporate that into our classrooms. While group time was needed in class as we are all busy outside of the class, maybe that would have been beneficial to be timed. I would have liked to seen the assitive technology project incorporated earlier into the timeline to give students more time to talk through the project, maybe not work on, but know what was expected (start in 2nd face to face as an intro to AT).
I have enjoyed this class and learning more about technology and how to incorporate that into my classroom. Thanks guys!
Sunday, November 29, 2009
Monday, November 16, 2009
Topic 19: Quick Checks
Our district just bought a new program to go along with our TEKS checks. These are called Quick checks and they are supposed to be used to see if your students have gained the knowledge that they are supposed to have learned in your class. The only problem to this is that they are not available for my subject becuase I am not TAKS tested at my grade level. We have been told that Enlgish questions will be added to the site, but that it won't happen until next year, thus I am still doing paper quick checks, but I can see how this would be very beneficial compared to my post about TEKS Checks.
The really cool thinkg about Quick Checks is that you are able to cutom tailor it to what each student needs. This is exciting becuase once you make them, they are in your database for good. The other good thing, is that you can take Quick Checks from other teachers. We know how much we love to steal, so this is a great tool to use.
Our Math teacher on our team has used Quick Checks and has stated to what a great degree she is able to do them with hwen she does stations in her classroom. This would also be a great addition to balance literacy or small group instuction so that you know what to target with each student.
Does your district have anything like this? Do you think it woul dbe beneficial for you if it did?
The really cool thinkg about Quick Checks is that you are able to cutom tailor it to what each student needs. This is exciting becuase once you make them, they are in your database for good. The other good thing, is that you can take Quick Checks from other teachers. We know how much we love to steal, so this is a great tool to use.
Our Math teacher on our team has used Quick Checks and has stated to what a great degree she is able to do them with hwen she does stations in her classroom. This would also be a great addition to balance literacy or small group instuction so that you know what to target with each student.
Does your district have anything like this? Do you think it woul dbe beneficial for you if it did?
Topic 18: Wordle
Wordle is a toy for generating “word clouds” from text that you provide. The clouds give greater prominence to words that appear more frequently in the source text. You can tweak your clouds with different fonts, layouts, and color schemes. The images you create with Wordle are yours to use however you like. You can print them out, or save them to the Wordle gallery to share with your friends.
The one downfall to Wordle is that you cannot save them onto your computer (which I hate). I think that Wordle is a great site for review subjects with your students and to let them get on and play.
I used a Wordle at the beginning of the year as a get to know you project. I can't find mine from the beginning of the year as I just had my students print them and not create an account, but here is a link to one that I love for an English Notebook Cover. The link won't pull up for some reason, so just go to Wordle and look for Enlgish Notebook Cover! If you go on the website and just play around you will find a lot of different uses for Wordle.
I have a feeling that I will be using Wordle for my WWII project with my studetns because it will allow them to start from there and they can be a great word wall for different aspects that would be needed for aroudn the classroom.
One of my students did a Wordle for me because they know how much that I love the book of Romans from the Bible. This is just a different way of how students might use Worlde.
I highly suggest Wordle for all grade levels because it is easy to adapt to the students' needs.
The one downfall to Wordle is that you cannot save them onto your computer (which I hate). I think that Wordle is a great site for review subjects with your students and to let them get on and play.
I used a Wordle at the beginning of the year as a get to know you project. I can't find mine from the beginning of the year as I just had my students print them and not create an account, but here is a link to one that I love for an English Notebook Cover. The link won't pull up for some reason, so just go to Wordle and look for Enlgish Notebook Cover! If you go on the website and just play around you will find a lot of different uses for Wordle.
I have a feeling that I will be using Wordle for my WWII project with my studetns because it will allow them to start from there and they can be a great word wall for different aspects that would be needed for aroudn the classroom.
One of my students did a Wordle for me because they know how much that I love the book of Romans from the Bible. This is just a different way of how students might use Worlde.
I highly suggest Wordle for all grade levels because it is easy to adapt to the students' needs.
Topic 17: Digital Cameras/Flip Cameras
Last year, my MTT and I wrote a grant through Best Buy (which is not available in the format we did last year) and recieved $2,000 to buy technology for our school. The best part about this is since I helped, these have been handed over to our English department in our school. This was a great grant to write and at the perfect timing, because our school's digital cameras are normally used solely for our yearbook staff.
These cameras have done some great things in my classroom by adding to our curriculum. This has allowed my students to take pictures and add them to photostory 3 or to add to movie maker. While my students are doing this, we are not only using images that can be found on the computer, but allowing them to get their own images.
Flip cameras, allow for the student to create movies that are then easy to download into the computer to then upload into movie maker. While I love digital cameras, the FLIP cameras are somuch easier to use for my students.
Some of the downfalls to allowing studetns to take the technology home is the chance that they may lose it or break it. Last year, while doing a project, one of my students lost his FLIP camera and had to pay the money back. Being at a Title I school, this was a decision that came about as part of many conversations with the parents and student. The student paid back his money both financially and working it off in my classroom. Be prepared that before you send students home with technology that there is a system in place of what to do if they lose or break the camera.
As for grant writing, this is not something that I do on a regular basis, but instead, would love to learn strategies. If you have any ideas, please share them.
These cameras have done some great things in my classroom by adding to our curriculum. This has allowed my students to take pictures and add them to photostory 3 or to add to movie maker. While my students are doing this, we are not only using images that can be found on the computer, but allowing them to get their own images.
Flip cameras, allow for the student to create movies that are then easy to download into the computer to then upload into movie maker. While I love digital cameras, the FLIP cameras are somuch easier to use for my students.
Some of the downfalls to allowing studetns to take the technology home is the chance that they may lose it or break it. Last year, while doing a project, one of my students lost his FLIP camera and had to pay the money back. Being at a Title I school, this was a decision that came about as part of many conversations with the parents and student. The student paid back his money both financially and working it off in my classroom. Be prepared that before you send students home with technology that there is a system in place of what to do if they lose or break the camera.
As for grant writing, this is not something that I do on a regular basis, but instead, would love to learn strategies. If you have any ideas, please share them.
Topic 16: TEKS Checks
In our district, like most other districts, we are required to do benchmarks each month. These benchmarks are called TEKS Checks and the joy of being an 8th grade teacher is that we are supposed to be teaching our lovely students how to transition from using a paper format to taking these on the computer.
This past TEKS Check, my students did horrible on the test. There are multiple factors that they could have led to a horrible test, but the one thing that we noticed, is that there is the new factor that they took it solely on the computer. Due to this, we are now transitioning back to the paper format and hten putting it into the computer.
This makes me furious as a teacher that wants to make my students better equiped for high school, but then at the same time, I feel like I can't continue to do bad on TEKS checks and then get reprimanded by the principal.
I am still searching for that perfect way to blend technology with the TEKS checks. I know that there is also an issue that if we teach it solely on teh computer, will they be prepared to take the test when they are in high school and have to take a paper based TAKS test? i think that at times technology is the best thing that we can do for students, but then there are times that I am just unsure.
While, I know that I am blessed to be in a district that mandates technology use in our classrooms, it is also hard for me to split what is the best practice when I am one of the few teachers that uses our COW's. TEKS checks are supposed to be a benchmark, and while I agree with this, my principal sees it as a ranking with other schools in the district. I know that as a future MTT that I will continue to incorporate technology and know that I am putting my students first and that is all that matters!
This past TEKS Check, my students did horrible on the test. There are multiple factors that they could have led to a horrible test, but the one thing that we noticed, is that there is the new factor that they took it solely on the computer. Due to this, we are now transitioning back to the paper format and hten putting it into the computer.
This makes me furious as a teacher that wants to make my students better equiped for high school, but then at the same time, I feel like I can't continue to do bad on TEKS checks and then get reprimanded by the principal.
I am still searching for that perfect way to blend technology with the TEKS checks. I know that there is also an issue that if we teach it solely on teh computer, will they be prepared to take the test when they are in high school and have to take a paper based TAKS test? i think that at times technology is the best thing that we can do for students, but then there are times that I am just unsure.
While, I know that I am blessed to be in a district that mandates technology use in our classrooms, it is also hard for me to split what is the best practice when I am one of the few teachers that uses our COW's. TEKS checks are supposed to be a benchmark, and while I agree with this, my principal sees it as a ranking with other schools in the district. I know that as a future MTT that I will continue to incorporate technology and know that I am putting my students first and that is all that matters!
Saturday, November 7, 2009
Topic 15: Podcasting--Open Post
Podcasting is a great tool that teachers can use in their classroom. Podcasting is where studetns can record their voice and produce whatever the teacher wants them to learn. I have just been trained on how to do this in my classroom, and have tried implementing it this past week. Needlessly to say, I think that this could be a big mistake on my part. While my students are loving creating the podcast, the saving and technology side of this isn't always working the way I want it too.
What my students first had to do was create a story on paper. Once they were done creating the story, they then went into audacity to create their story auditorily. After they were done with their story, they would import music from a free music site and then blend the two together.
While this is what would have happened in a perfect classroom. Short classperiod made this not work as best as I wanted it to. I had to use two class periods, and when students went to open up their product the next day, it created multiple fields that overlapped each other. This was a hassel and our students had to rework their story.
Overall, I think that the assignment can still be salvaged, but it will take some time. What I have learned is that even though we are learning technology, it isn't always going to work, but at least we are trying!
Keep working hard and get a good laugh, becuase at least I am learning!
What my students first had to do was create a story on paper. Once they were done creating the story, they then went into audacity to create their story auditorily. After they were done with their story, they would import music from a free music site and then blend the two together.
While this is what would have happened in a perfect classroom. Short classperiod made this not work as best as I wanted it to. I had to use two class periods, and when students went to open up their product the next day, it created multiple fields that overlapped each other. This was a hassel and our students had to rework their story.
Overall, I think that the assignment can still be salvaged, but it will take some time. What I have learned is that even though we are learning technology, it isn't always going to work, but at least we are trying!
Keep working hard and get a good laugh, becuase at least I am learning!
Topic 14: USHMM--Open Post
This past week, I have been attending a conference called, "Teaching the Holocaust." This was put on by the United States Holocaust Memorial Museum (USHMM). It was a great learning environment on what I can do as a teacher, but it also offers a lot of technology aspects to bring into the classroom. The USHMM website has a lot of really cool aspects, but I will list my top five below.
1. Animated Maps
The Animated Maps are short video clips that allow for the teacher to not only show the students where something happened, but also give basic background information behind the event. One of the new items that I learned at the training was about the voyage of the St. Louis. Below is the link that will show you how an animated map works.
http://www.ushmm.org/wlc/media_nm.php?lang=en&ModuleId=10005267&MediaId=3544
I would use this in my classroom as a starting point and then move on with our teaching lesson.
2. Encyclopedia
One of the best parts about the Encyclopedia is that it can be translated into mulitple languages, which will allow you to help your students that do not speak English as their first language. Each article also has pictures, artifacts, videos (if available), and links within the article if there are items you might not be aware of. I will use this in my webquest for my lesson plan for this class.
http://www.ushmm.org/wlc/article.php?lang=en&ModuleId=10005130
3. Artifacts
Primary documents and artifacts from the time period are so important for our students to see. There are a lot of artifacts that are found in the Encyclopedia that can be useful for starts of conversations. Below is a link to the artifact.
http://www.ushmm.org/wlc/media_da.php?lang=en&ModuleId=10005142&MediaId=113
4. Online Exhibitions
The Online Exhibits are a way to take your students on a virtual field trip. As part of my curriculum, I am supposed to talk about the importance of persuasion in writing and pictures. There is an oline exhibit on propoganda that will be beneficial to my studetns to see.
http://www.ushmm.org/propaganda/
5. Personal Histories
This is one of the items that will become more crucial as more of our Holocaust survivors pass away. The Personal histories are written stories and some videos that show the students the real person.
http://www.ushmm.org/museum/exhibit/online/phistories/
I am looking forward to next semester when I can add this wonderful piece of technology into my classroom.
1. Animated Maps
The Animated Maps are short video clips that allow for the teacher to not only show the students where something happened, but also give basic background information behind the event. One of the new items that I learned at the training was about the voyage of the St. Louis. Below is the link that will show you how an animated map works.
http://www.ushmm.org/wlc/media_nm.php?lang=en&ModuleId=10005267&MediaId=3544
I would use this in my classroom as a starting point and then move on with our teaching lesson.
2. Encyclopedia
One of the best parts about the Encyclopedia is that it can be translated into mulitple languages, which will allow you to help your students that do not speak English as their first language. Each article also has pictures, artifacts, videos (if available), and links within the article if there are items you might not be aware of. I will use this in my webquest for my lesson plan for this class.
http://www.ushmm.org/wlc/article.php?lang=en&ModuleId=10005130
3. Artifacts
Primary documents and artifacts from the time period are so important for our students to see. There are a lot of artifacts that are found in the Encyclopedia that can be useful for starts of conversations. Below is a link to the artifact.
http://www.ushmm.org/wlc/media_da.php?lang=en&ModuleId=10005142&MediaId=113
4. Online Exhibitions
The Online Exhibits are a way to take your students on a virtual field trip. As part of my curriculum, I am supposed to talk about the importance of persuasion in writing and pictures. There is an oline exhibit on propoganda that will be beneficial to my studetns to see.
http://www.ushmm.org/propaganda/
5. Personal Histories
This is one of the items that will become more crucial as more of our Holocaust survivors pass away. The Personal histories are written stories and some videos that show the students the real person.
http://www.ushmm.org/museum/exhibit/online/phistories/
I am looking forward to next semester when I can add this wonderful piece of technology into my classroom.
Topic 13: Glogster (Open Post)
This past week, I was introduced to a wonder Web 2.0 product called "Glogster." Glogster is in essence, a virtual posterboard. The best part for me in glogster is that all student accounts can be linked to the teacher account. This allows for easy access for the teacher to monitor and grade the glogsters. The next part is that other students are also linked to all other students, so that they can make comments to one another.
Below is a practice glog that I did while I was learning about glogster. http://anewby.edu.glogster.com/newbypractice/
What this one doesn't show, but what Glogster has avaiable is the opportunity to link where you found your picture, information, etc. from. This allows for a virtual bibliography and a way that the students can easily learn about citations. Once a student has added the image then they can add the link to where the informaiton was found. This is essential to writing papers.
Glogster also has a private setting, so that students are protected. The key with any Web 2.0 product is that teachers have to make sure that the students are protecting themselves. They shouldn't be allowed to give out any personal information, which is allowed in glogster. The teacher while using glogster needs to be very mindful when teaching students that this is an educational resource. If they want to share more, then they need to create a personal one, not the school one!
If you have questions of Glogster, feel free to contact me!
Below is a practice glog that I did while I was learning about glogster. http://anewby.edu.glogster.com/newbypractice/
What this one doesn't show, but what Glogster has avaiable is the opportunity to link where you found your picture, information, etc. from. This allows for a virtual bibliography and a way that the students can easily learn about citations. Once a student has added the image then they can add the link to where the informaiton was found. This is essential to writing papers.
Glogster also has a private setting, so that students are protected. The key with any Web 2.0 product is that teachers have to make sure that the students are protecting themselves. They shouldn't be allowed to give out any personal information, which is allowed in glogster. The teacher while using glogster needs to be very mindful when teaching students that this is an educational resource. If they want to share more, then they need to create a personal one, not the school one!
If you have questions of Glogster, feel free to contact me!
Topic 12: Technology Across the Senses
I think that out of the multiple intelligences I am most likely to learn with Verbal/Linguistics. I am a total read-write learner which has been shown at the conference I have been attending for the past three days. I love the fact that I have to write what I learn. I want to see handout and see it in written print so that I can do what I want to with it. I also learn well with Intrapersonal, where as a student I am having to have real life conversations about what I am reading and learning.
I think that I teach best with Verbal/Linguistic, becuase it is the way that I learn the easiest for me becuase I learn that way. I have a poweropint for each presentation that I present to my class, but then students are required to take notes and participate in the discussion (Intrapersonal). I think that as teachers, we teach in the way that we learn. The multiple intelligence that I am trying to focus on more this year though, is kinesthetic becuase that is where my students are this year. Each year, I give the VARK test which allows me to see where my students are at with learning.
For my lesson plan in this course, I am doing a research assignment on topics over WWII. My learning objectives for this project with be:
1. The learner will be able to use a webquest to find information about topics in WWII.
2. The learner will be able to take notes in an digital format.
3. The learner will be able to cite their sources.
4. The learner will be able to organize their thoughts.
5. The learner will be able to find relevant information while searching through websites.
Saturday, October 10, 2009
Topic #11: Assistive Technology
I have loved learning about Assistive Technology. I think that there are a lot of great items for students with disabilities. My first year teaching at my current school, we had a student that had to use an FM system for hearing. We used this as an "administrative tool" saying that we were being recorded for missing students or for the administrators so that she was deemed a privileged student, instead of one with a disability. Currently this year, we have another student using an AlphaSmart Machine. This machine allows students to type in material and can be printed for input and output.
http://www.pluk.org/AT1.html
Great resource for families and teachers to use to help their students. It is a well-laid out website that has a lot of information. It is not a site that would work for everyone. I know that for some people, straight text would not be beneficial, but for me, this site allowed me to recognize just the basics of assistive technology. There is a great chart that shows how to use AT in computer programs.
This site also allows for a teacher to see the process of how an IEP would be made for a child with disabilities. This is key to any teacher that will have to in the future go through an IEP process in which they are uncertain of what it all means.
The best part of this website is that it allows for a documentation to be pulled out of it and see what needs to be modified. It allows for programs to be evaluated and how to identify the best use within your students.
The information is basic and straight to the point, it is not like the websites that was shown on our blackboard, but I love it because of the information.
http://www.abilityhub.com/
http://www.asha.org/public/hearing/treatment/assist_tech.htm
This is a basic site that gives information on different aspects of Assistive Technology.
http://www.businessweek.com/bwdaily/list/assist01.htm
http://www.rehabtool.com/at.html
My other website that I loved was rehabtool.com. This site is broken down into each different aspects into what is needed for different categories. I believe that the site could have more information that would allow more information to be used. While the site looks great, it doesn't give as much information that is needed.
http://www.familyvillage.wisc.edu/education/at.html
This is an informative website that allows for the reader to gain knowledge to multiple different websites and articles. For me, it isn't always about the websites, but articles that I can read to make me a better teacher, especially when it comes to topics that are new to my understanding.
One of the articles on this site, provides tips on how to become an informed consumer of such technology, offers a parent's perspective on assistive technology, examines federal legislation, discusses effective use of technology with young children and how to integrate technology into a student's IEP, and suggests a process for funding technology. The article concludes with a list of readings and organizations that offer additional information on assistive technology.
Another article allows for the uses of how to use AT and the ways to benefit from it most into the classroom. The best part of this website is that it allows you know what the articles state before reading them in their entirety.
http://www.pluk.org/AT1.html
Great resource for families and teachers to use to help their students. It is a well-laid out website that has a lot of information. It is not a site that would work for everyone. I know that for some people, straight text would not be beneficial, but for me, this site allowed me to recognize just the basics of assistive technology. There is a great chart that shows how to use AT in computer programs.
This site also allows for a teacher to see the process of how an IEP would be made for a child with disabilities. This is key to any teacher that will have to in the future go through an IEP process in which they are uncertain of what it all means.
The best part of this website is that it allows for a documentation to be pulled out of it and see what needs to be modified. It allows for programs to be evaluated and how to identify the best use within your students.
The information is basic and straight to the point, it is not like the websites that was shown on our blackboard, but I love it because of the information.
http://www.abilityhub.com/
http://www.asha.org/public/hearing/treatment/assist_tech.htm
This is a basic site that gives information on different aspects of Assistive Technology.
http://www.businessweek.com/bwdaily/list/assist01.htm
http://www.rehabtool.com/at.html
My other website that I loved was rehabtool.com. This site is broken down into each different aspects into what is needed for different categories. I believe that the site could have more information that would allow more information to be used. While the site looks great, it doesn't give as much information that is needed.
http://www.familyvillage.wisc.edu/education/at.html
This is an informative website that allows for the reader to gain knowledge to multiple different websites and articles. For me, it isn't always about the websites, but articles that I can read to make me a better teacher, especially when it comes to topics that are new to my understanding.
One of the articles on this site, provides tips on how to become an informed consumer of such technology, offers a parent's perspective on assistive technology, examines federal legislation, discusses effective use of technology with young children and how to integrate technology into a student's IEP, and suggests a process for funding technology. The article concludes with a list of readings and organizations that offer additional information on assistive technology.
Another article allows for the uses of how to use AT and the ways to benefit from it most into the classroom. The best part of this website is that it allows you know what the articles state before reading them in their entirety.
Saturday, October 3, 2009
Topic #10: Tech Skills
When I began this class, I felt very confident about my tech skills. In Irving ISD we are fortunate enough to have a great technology program. I have attended multiple classes on integrating technology into my classroom and on different items that can be added. I think that I have a great handle on Microsoft Word, PowerPoint, Excel and Publisher. I also have a good grasp of the Internet and how to navigate in a way to find resources. I also have a wonderful MTT on my campus that does Technology Wednesdays and helps me learn how to use software better. So far this year, we have covered: Blackboard, GradeSpeed, Audacity, our district curriculum, and QuickChecks (an online testing program that our district bought).
The Atomic Learning and Self-Assessments in the book have been very eye opening. I love Atomic Learning and think that this would be a great resource for our district to have. I think that since our high school students are given laptops, that Atomic Learning would help them figure out what they need to know without the teacher having to explain every step of the process. Yet, at the same time, it would allow for remediation and for students to be able to learn more than what is available to them as well. The Self-Assessments in the book have been interesting, because when I read, I read for big picture, and I feel like the assessments are very detailed orientated.
Since the beginning of this class, I have learned more about databases. This is where I have really chosen not to use because I didn't know how to. I have also learned a lot of information about the software that is available to students. The one that I would love the most at this time in my life would be a test generator because I would then be able to easily make different forms of the test. I think the skills that I have learned have allowed me to be a teacher that thinks more towards my students point of view. While I might understand how to use a lot of the tools in Microsoft Office, my students don't and I have been able to see how to help them more!
The Atomic Learning and Self-Assessments in the book have been very eye opening. I love Atomic Learning and think that this would be a great resource for our district to have. I think that since our high school students are given laptops, that Atomic Learning would help them figure out what they need to know without the teacher having to explain every step of the process. Yet, at the same time, it would allow for remediation and for students to be able to learn more than what is available to them as well. The Self-Assessments in the book have been interesting, because when I read, I read for big picture, and I feel like the assessments are very detailed orientated.
Since the beginning of this class, I have learned more about databases. This is where I have really chosen not to use because I didn't know how to. I have also learned a lot of information about the software that is available to students. The one that I would love the most at this time in my life would be a test generator because I would then be able to easily make different forms of the test. I think the skills that I have learned have allowed me to be a teacher that thinks more towards my students point of view. While I might understand how to use a lot of the tools in Microsoft Office, my students don't and I have been able to see how to help them more!
Monday, September 28, 2009
Topic #9: Technology #3--Powerpoints
This weeks reading has really made me go back and think about my powerpoints. This weekend, I recreated my Figurative language powerpoint for students to be able to understand the points better than my powerpoint on Friday (introduction). Today I split slides so that there was only a few bits of information that they would need to know and then I made them more active so that they would be interesting to students.
We then watched a Brain Pop video (like video streaming) so that students were given the exact same information in a different format. The students then took the quiz (online as a class) which allowed me to see immediate feedback on how the students were understanding figurative language.
Last the students were required to write an onomatopeia poem. My honors students had laptops and were able to create thier own poem and put it in a powerpoint slide to make it nice and creative.
I liked this level becuase it allowed students to use powerpoint, but in a way that was still easy for me to grade. Students then submitted to blackboard. I was then able to show them to the class at the end of the period.
I would do this again, but give more time on the computer for the students to be able to be more creative.
We then watched a Brain Pop video (like video streaming) so that students were given the exact same information in a different format. The students then took the quiz (online as a class) which allowed me to see immediate feedback on how the students were understanding figurative language.
Last the students were required to write an onomatopeia poem. My honors students had laptops and were able to create thier own poem and put it in a powerpoint slide to make it nice and creative.
I liked this level becuase it allowed students to use powerpoint, but in a way that was still easy for me to grade. Students then submitted to blackboard. I was then able to show them to the class at the end of the period.
I would do this again, but give more time on the computer for the students to be able to be more creative.
Topic #8: Technology in the Classroom #2--ESL Tutoring
I try to make my ESL tutoring easy and fun for the kids so that they want to keep coming back at 7:00 a.m. Today, we working on Science Vocabulary and then played an online game. The website is http://education.jlab.org/vocabhangman/index.html. This is a great game that allows for students to review concepts that we have already gone over.
The really exciting aspect of this website is how I prepared for it. I went through and worked on some basic BEAMS vocabulary with the students and then printed them off a list fo the vocab words for their folders. They were then able to use their notes to help them play hangman.
This assignment worked liked I wanted it to, becuase my kids were able to move at their own pace. I have one student that knows all the answers and is doing a great job with the vocabulary and helping other students. She was able to also move on to different subject to see how she was doing.
I would definately do this project again with my students.
The really exciting aspect of this website is how I prepared for it. I went through and worked on some basic BEAMS vocabulary with the students and then printed them off a list fo the vocab words for their folders. They were then able to use their notes to help them play hangman.
This assignment worked liked I wanted it to, becuase my kids were able to move at their own pace. I have one student that knows all the answers and is doing a great job with the vocabulary and helping other students. She was able to also move on to different subject to see how she was doing.
I would definately do this project again with my students.
Saturday, September 19, 2009
Topic #7: First Essay--Technology Integration
Each year I try and allow my students to type their written compositions for multiple purposes. The first and foremost is that it is easier for me to grade if they are typed :). The second is so that they are familiar with either Microsoft Word or Open Office Writter.
On Friday, my students were allowed to have the laptops for the first time and were able to start typing their essays from a edited rough draft. The best part of this element this year, is that my students were required to take Keyboarding as an elective in 6th grade if they weren't double blocked in math. This allowed me to see that my students were more familiar with the basics of typing. This skill will take them so far in life, and I was happy to see that they were easily able to navigate my instructions of using shortcut keys in putting in their heading, title, starting their essay, and taking number lock off.
The essay project showed me that through my previous elements in the classroom of modeling Open Office (on the projector) and using powerpoints to lead them through the writing process, they were finally able to write on their own. My main evaluation comes off of observation and the submissin to blackboard of their final essay. I believe that the students this year are more familiar with Open Office and are able to grow in elements of using grammar and spell check to help with editing and revising. Effectiveness of this integration will be key for the rest of 8th grade and when they go to high school. In our district they will be required to know black board and use Open Office, so I know that I am effectively preparing them for the future.
As a teacher, I use technology every day in my instruction by showing and using powerpoints to discuss everything that I do in my classroom. I hope that through this course, I can have my students start to use more technology themselves and that I can do less and less.
I am excited that this upcoming week, I start my tutoring for ELL learners in the mornings. I am hoping that on our second day with each group to do a digital scavenger hunt on our campus. I know that technology must be incorporated into this program and am looking for computer games that we can play as well as we learn vocabulary for ELL 1's and for content vocabulary for ELL 2's.
On Friday, my students were allowed to have the laptops for the first time and were able to start typing their essays from a edited rough draft. The best part of this element this year, is that my students were required to take Keyboarding as an elective in 6th grade if they weren't double blocked in math. This allowed me to see that my students were more familiar with the basics of typing. This skill will take them so far in life, and I was happy to see that they were easily able to navigate my instructions of using shortcut keys in putting in their heading, title, starting their essay, and taking number lock off.
The essay project showed me that through my previous elements in the classroom of modeling Open Office (on the projector) and using powerpoints to lead them through the writing process, they were finally able to write on their own. My main evaluation comes off of observation and the submissin to blackboard of their final essay. I believe that the students this year are more familiar with Open Office and are able to grow in elements of using grammar and spell check to help with editing and revising. Effectiveness of this integration will be key for the rest of 8th grade and when they go to high school. In our district they will be required to know black board and use Open Office, so I know that I am effectively preparing them for the future.
As a teacher, I use technology every day in my instruction by showing and using powerpoints to discuss everything that I do in my classroom. I hope that through this course, I can have my students start to use more technology themselves and that I can do less and less.
I am excited that this upcoming week, I start my tutoring for ELL learners in the mornings. I am hoping that on our second day with each group to do a digital scavenger hunt on our campus. I know that technology must be incorporated into this program and am looking for computer games that we can play as well as we learn vocabulary for ELL 1's and for content vocabulary for ELL 2's.
Topic 6: Spreadsheets
I love using spreadsheets for both my personal life and for my classroom use. I am not in a TAKS subject, so most of my documentation that I need for growth rates of students is found in an online program that our district subscribes to.
My most current use of Spreadsheets is for our 8th grade field trips and activities. For payment plan services and to know who has and hasn't ordered shirts, we use spreadsheets to allow us to keep track of information. We also use a spreadsheet for our discipline guidelines to see when students received which punishments to see if they are eligible to go on the field trip at the end of the year.
In a personal stance, I use spreadsheets for budgeting purposes of my Savings account and different sinking funds that I have. I feel like in this aspect, I use more of what spreadsheets has to offer. I use the calculation purposes to see how much money I have extra in my savings to see what amount can go to my house extra principal and what needs to be saved for my taxes at the end of the year. I also use the graphs elements to see where my money is being spent in my daily spending and where our income is coming from. I like that I can easily copy and paste cells to a new date and that the program automatically allows me to do complex calculations.
The Roblyer text states that there are five different categories or benefits. Again, by writing each of these out, I will gather more resources when I go back to reading the blog.
Basic Features: One can line up information in row and columns, do basic and complex calculations, automatic recalculations, copy cells, sort data, and search and replace data if needed. Spreadsheets main advantage are the complex and basic calculations that can be performed.
Formatting Feature: You can align text, change the style and appearance, insert headers, footers, and pagination. These are helpful tools so that the document looks prettier and more formal.
Graphics/Interactive Features: This is a part of spreadsheets that I use, but not often. You can create charting, insert graphics or movies, or drawn figures. This allows for the document to go to the next level.
Web Features: You can save as a web page and insert "live" URLs. I have never used this feature before, but it allows you to go to the web directly from your spreadsheet or to be shown on the Internet.
Support features: There are wonderful templates that you can use as well as a way to save data to other formats.
My most current use of Spreadsheets is for our 8th grade field trips and activities. For payment plan services and to know who has and hasn't ordered shirts, we use spreadsheets to allow us to keep track of information. We also use a spreadsheet for our discipline guidelines to see when students received which punishments to see if they are eligible to go on the field trip at the end of the year.
In a personal stance, I use spreadsheets for budgeting purposes of my Savings account and different sinking funds that I have. I feel like in this aspect, I use more of what spreadsheets has to offer. I use the calculation purposes to see how much money I have extra in my savings to see what amount can go to my house extra principal and what needs to be saved for my taxes at the end of the year. I also use the graphs elements to see where my money is being spent in my daily spending and where our income is coming from. I like that I can easily copy and paste cells to a new date and that the program automatically allows me to do complex calculations.
The Roblyer text states that there are five different categories or benefits. Again, by writing each of these out, I will gather more resources when I go back to reading the blog.
Basic Features: One can line up information in row and columns, do basic and complex calculations, automatic recalculations, copy cells, sort data, and search and replace data if needed. Spreadsheets main advantage are the complex and basic calculations that can be performed.
Formatting Feature: You can align text, change the style and appearance, insert headers, footers, and pagination. These are helpful tools so that the document looks prettier and more formal.
Graphics/Interactive Features: This is a part of spreadsheets that I use, but not often. You can create charting, insert graphics or movies, or drawn figures. This allows for the document to go to the next level.
Web Features: You can save as a web page and insert "live" URLs. I have never used this feature before, but it allows you to go to the web directly from your spreadsheet or to be shown on the Internet.
Support features: There are wonderful templates that you can use as well as a way to save data to other formats.
Topic 5: Databases
Database is the software that I use the least in my classroom. I think that part of this comes from the time that it takes to put the information into the documents before the information can be useful to you. Through this course, I hope that I can start making more use of the program.
The Roblyer text gives us the ideas of the importance of databases. These include, but are not limited to reducing data redundancy, saving time locating and/or updating information, allowing comparisons of information through searches across files, and helping reveal relationships among data.
For me, and for this class, I feel like this post would be most beneficial for later recall if I knew what the information within database consisted of.
Basic features: Data base is all about storing data. After you have stored the data for the first time, you can then update it and sort it as needed. Any data can be sorted in a database numerical, text, graphic, etc.
Search features: This is where you can do reports and queries on the information that you have already inserted into a database. This is key to database and where it allows for a different aspect that a spreadsheet.
Calculation features: While you can use database to calculate formulas, calculations is the speciality of spreadsheets.
Web features: Like in a word process, you can also insert "live" URLs into your documents.
Other functions: You can also take your information in your database and merge them into a word document. This is a feature that is beneficial when you want to show the data that you have compiled with a text document that has already been formatted.
The Roblyer text gives us the ideas of the importance of databases. These include, but are not limited to reducing data redundancy, saving time locating and/or updating information, allowing comparisons of information through searches across files, and helping reveal relationships among data.
For me, and for this class, I feel like this post would be most beneficial for later recall if I knew what the information within database consisted of.
Basic features: Data base is all about storing data. After you have stored the data for the first time, you can then update it and sort it as needed. Any data can be sorted in a database numerical, text, graphic, etc.
Search features: This is where you can do reports and queries on the information that you have already inserted into a database. This is key to database and where it allows for a different aspect that a spreadsheet.
Calculation features: While you can use database to calculate formulas, calculations is the speciality of spreadsheets.
Web features: Like in a word process, you can also insert "live" URLs into your documents.
Other functions: You can also take your information in your database and merge them into a word document. This is a feature that is beneficial when you want to show the data that you have compiled with a text document that has already been formatted.
Tuesday, September 15, 2009
Topic 4: Tech Skill: Word Processor
I believe that Word Processor is the lifesaver to technology. This is the application that I probably use the most. Mainly this comes from working on assignments that need to be done for classes, or for my own English students to learn how to write. While our district is slowly moving away from Microsoft Word and transitioning to Open Office, the aspects of Word Processing is all the same.
The main purpose of Word Processing is to write. By being able to use this I have an easier time creating documents for my students, and for my students to type their projects so that they are easier to grade.
Word processing has five main capacities: basic features, desktop publishing, language features, web features, and support features.
Basic features: These items include items such as saving in different formats, save for later use, copy and move text, etc. I feel that teachers mainly use these basic items in their daily use of word processors.
Desktop Publishing: This allows for teachers to make documents "pretty" and enjoyable for students to look at. By inserting graphics, color, shading, tables, figures, and change the appearance teachers are allowed to take a normal document and make it fit their style.
Language features: My students and myself love the feature of spell check and being able to check for grammar usage. There is also a way to change int he language that you are typing in so that one is able to write in a native language if needed.
Web features: I do not use this one often, even though it is available to me. I do insert URL's, but I have never created a web page.
Support features: I love the templates that are available and suggest them to my students on a normal basis because there is no need to recreate the wheel.
I love word processing and believe that we have come a long way from chiseling on tablets. I hope that we can continue to grow in our technology uses of word processing and take advantage of all of the features that it has to offer.
The main purpose of Word Processing is to write. By being able to use this I have an easier time creating documents for my students, and for my students to type their projects so that they are easier to grade.
Word processing has five main capacities: basic features, desktop publishing, language features, web features, and support features.
Basic features: These items include items such as saving in different formats, save for later use, copy and move text, etc. I feel that teachers mainly use these basic items in their daily use of word processors.
Desktop Publishing: This allows for teachers to make documents "pretty" and enjoyable for students to look at. By inserting graphics, color, shading, tables, figures, and change the appearance teachers are allowed to take a normal document and make it fit their style.
Language features: My students and myself love the feature of spell check and being able to check for grammar usage. There is also a way to change int he language that you are typing in so that one is able to write in a native language if needed.
Web features: I do not use this one often, even though it is available to me. I do insert URL's, but I have never created a web page.
Support features: I love the templates that are available and suggest them to my students on a normal basis because there is no need to recreate the wheel.
I love word processing and believe that we have come a long way from chiseling on tablets. I hope that we can continue to grow in our technology uses of word processing and take advantage of all of the features that it has to offer.
Topic 3: Model Classroom Lessons
The Model Classroom lessons were interesting to read and I learned a lot from them. I think that it is always a great idea for teachers to be able to look at other's lesson plans and learn/steal from them and then make it fit for thier kids.
Lesson #1--If I Were in Charge of the World
This is actually an assignment that we have considered doing in my classroom. I love the concept that students are able to write to express. I think that the one downfall to this lesson is the fact that it takes so long to complete. For my classes, I would cut this to three lessons. After that, my 8th graders start to get a little bored with items. Last year my ITS on campus and I wrote a great and were able to purchase digital cameras for our English department which would work with this topic very easily.
Lesson #2--Narrative Writing
This is another lesson that I do each six weeks, so I was interested in seeing what I could gather from another teacher. I was actually rather surprised in how organized this was for being a three-week project. We do something similar to this in a Living Museum where the students do reasearch and then present at the museum and then create a powerpoint to show to their classmates. I liek the fact that this one includes an interview. I think that for many of my students this is needed not only to gather information, but to know how to talk to adults. I would adjust this in my class by cutting down on the time period. I feel that while I have 45 minute classes, this could be done in a weeks worth of time for the research and writing of a paper. The powerpoint would lead into the second week, but shouldn't take any longer than two weeks.
Lesson #3--Vocabulary Development for ESL students
I am our ESL tutoring teacher for our campus. I love the idea of incorporating more technology with our ESL students, becuase while they need to know the content vocabulary, they also need to know how to use the technology available to them. I love that this concept takes a week, becuase I think it is needed, and while I only see my students twice a week, it would be easy to roll this over into a new week. I think that before I did this activity, I would review what an adjective is by doing a non-technological activity. I love the idea of taking pictures of items, we would be able to do this by going through our school on a video scavenger hunt to find the items. As I type this I am getting more excited about how we can use this to help with vocabulary building.
Overall, these lessons have made me more excited about what I am already doing and giving me great ideas about adding items in the future.
Lesson #1--If I Were in Charge of the World
This is actually an assignment that we have considered doing in my classroom. I love the concept that students are able to write to express. I think that the one downfall to this lesson is the fact that it takes so long to complete. For my classes, I would cut this to three lessons. After that, my 8th graders start to get a little bored with items. Last year my ITS on campus and I wrote a great and were able to purchase digital cameras for our English department which would work with this topic very easily.
Lesson #2--Narrative Writing
This is another lesson that I do each six weeks, so I was interested in seeing what I could gather from another teacher. I was actually rather surprised in how organized this was for being a three-week project. We do something similar to this in a Living Museum where the students do reasearch and then present at the museum and then create a powerpoint to show to their classmates. I liek the fact that this one includes an interview. I think that for many of my students this is needed not only to gather information, but to know how to talk to adults. I would adjust this in my class by cutting down on the time period. I feel that while I have 45 minute classes, this could be done in a weeks worth of time for the research and writing of a paper. The powerpoint would lead into the second week, but shouldn't take any longer than two weeks.
Lesson #3--Vocabulary Development for ESL students
I am our ESL tutoring teacher for our campus. I love the idea of incorporating more technology with our ESL students, becuase while they need to know the content vocabulary, they also need to know how to use the technology available to them. I love that this concept takes a week, becuase I think it is needed, and while I only see my students twice a week, it would be easy to roll this over into a new week. I think that before I did this activity, I would review what an adjective is by doing a non-technological activity. I love the idea of taking pictures of items, we would be able to do this by going through our school on a video scavenger hunt to find the items. As I type this I am getting more excited about how we can use this to help with vocabulary building.
Overall, these lessons have made me more excited about what I am already doing and giving me great ideas about adding items in the future.
Friday, September 11, 2009
Topic 2: Technology Skills Individual Progress Plan
Atomic Learning Reflection:
During the Atomic Learning Self-Assessment, I learned that I am comfortable using basic computer skills. I feel like I need to review databases a lot, because it is not something that I use in my classroom everyday. I would also like to work on videos because I know that this would be beneficial for my students. While I feel like I can use videos that are downloaded from the Internet and video streaming, I am more concerned about making my own.
I feel comfortable with Word and Powerpoint and know that I do a great job of incorporating those daily into my classroom. I know that I use a lot of technology in my classroom and that it is beneficial to students, but they have come to expect this. I want to go beyond powerpoint and start making technology not only teacher centered, but also student centered.
Five Technology Goals:
3. Learn to use Excel to produce charts, graphs, and diagrams.
4. Learn how to incorporate more sound elements into my powerpoints. Such as speeches, spoken word, etc.
5. Learn how to use Databases.
During the Atomic Learning Self-Assessment, I learned that I am comfortable using basic computer skills. I feel like I need to review databases a lot, because it is not something that I use in my classroom everyday. I would also like to work on videos because I know that this would be beneficial for my students. While I feel like I can use videos that are downloaded from the Internet and video streaming, I am more concerned about making my own.
I feel comfortable with Word and Powerpoint and know that I do a great job of incorporating those daily into my classroom. I know that I use a lot of technology in my classroom and that it is beneficial to students, but they have come to expect this. I want to go beyond powerpoint and start making technology not only teacher centered, but also student centered.
Five Technology Goals:
1. Use more student stations with technology.
- To be able to accomplish this goal, I will start adding more technology by adding a district created program called QuickChecks.
2. Learn how to make Blackboard more student friendly.
- I will work on this by becoming more proficient myself in blackboard so that I can incorporate it into more kid friendly language.
3. Learn to use Excel to produce charts, graphs, and diagrams.
- I mainly use Excel for spreadsheets, and would like to use more charts, graphs, and diagrams to help when I desegregate data.
4. Learn how to incorporate more sound elements into my powerpoints. Such as speeches, spoken word, etc.
- I will do this by finding more sound elements from online into my powerpoints to make the students more interested in the subject at hand. I can do this by simply adding in Grammar Rock songs.
5. Learn how to use Databases.
- I will take start using Database more often to see how this would be beneficial in my English classroom.
Topic 1: Standards Summary
NETS:
Technology TEKS:
The Master Technology Teacher is a teacher that is the lead technology teacher on a campus. This teacher is inside the classrooms in the building to help other teachers incorporate technology into their classes. Their job is also to facilitate appropriate, research based technology instruction in the classrooms of the building. The main job of a MTT is to allow other teachers to glean from their knowledge.
As a future MTT, I hope that this will allow me to see how I can be more helpful on my campus.
The NETS are standards that are put into place to make technology elements more available to students and teachers. The main goal of the NETS are to engage the learning community in a school both by faculty and students. They also allow for digital experiences and assessments, modeling of digital work, promote digital citizenship and responsibility, and to engage in professional growth and leadership. These goals will make a school more enlightened to what teachers and students need in the future as technology advances.
The NETS help me as a teacher to know what I need to follow through on in teaching the classroom and I like the fact that we do follow citizenship to help with online plagiarism.
Technology TEKS:
The TEKS are in place for teachers to know what they are responsible for teaching their students. These goals are achievable in every content subject and elective to show students that technology reaches across the curriculum. The goals are in place for students to be able to survive in our technological savvy world outside the classroom. There are also exit grade levels that students are required to know by the end of the year before they move on to the next grade.
The TEKS help me as a teacher know specifically what I have to teach in a given year.
The Master Technology Teacher is a teacher that is the lead technology teacher on a campus. This teacher is inside the classrooms in the building to help other teachers incorporate technology into their classes. Their job is also to facilitate appropriate, research based technology instruction in the classrooms of the building. The main job of a MTT is to allow other teachers to glean from their knowledge.
As a future MTT, I hope that this will allow me to see how I can be more helpful on my campus.
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