EME2040 Spring 2017 Final Reflective Post

Starting off the semester I wasn't sure what to expect about technology for teachers. While I am familiar with the interactive white board and sites like “Edmodo,” I wasn't sure how technology was going to be utilized in the classroom since there has been so much change from when I was in school. We had overhead projectors and the occasional computer in the classrooms to accompany the rolling cart with the TV and VCR. 

 I'm not sure that I considered the use of what are now common and simple devices, like smart phones and MP3 players, as classroom technology and was expecting more science fiction type stuff that I had never heard of, which had me intimidated honestly. It was exciting to learn all of the different types of technology used in today's educational platform, and while not as intimidating, I still have a lot to learn to find out where my classroom will go. I hope to get a better understanding about the flow of the classroom and seamless use of technology in my internships. Although I over extended myself a bit this semester I did enjoy the class and learned a lot. The addition of the copyright, fair use and creative commons lessons were extremely important and will be well used in the future. The group projects, while challenging at times, are very useful in developing communication skills, working with others, and finding solutions and ways to get the projects done on time despite obstacles. The only part of the course I was not too fond of is the blog posts, which I'm sure is obvious. While I'm sure that there is a good use and reason for it, it's just not in my comfort zone but I understand that part of the process is to challenge us and make us do things that we are not necessary comfortable doing. The tools you have helped provide us with this semester are tools that we will need to be successful teachers.

Process

References:

Maloy, R., O'Loughlin, R., Edwards, S., & Woolf, B. (2013). Transforming Learning with New Technologies. 2nd Edition. Boston, MA: Pearson Education Inc.

Jim Hickcox, overhead projector. June 3, 2007 retrieved via Flickr

Mark Johnston. Busy Chalkboard. January 1, 2007 retrieved via Flickr

Sean Hackbarth. TV Cart. May 22, 2011 retrieved via Flickr

Digital Blog Post Chapter 12

Chapter 12 teaches about Integrating Technology and Creating Change as Teacher Leaders.  While integrating technology into schools is essential, it is not without its obstacles. Different school districts have different resources and budgets that can affect the availability of technology, particularly computers or updated software.  It is important for teachers to learn how to  put the available resources in their classrooms to the best use.  Integrating technology is a learning process for all teachers, even experienced teachers need to keep constantly updated on the changing times.  Some of the schools in our area now provide tablets for the students to take home, which attempts to level the playing field as far as accessibility.  While this puts a digital devise in every students hand, it does not eliminate the issues of economic standing as some lower income households do not have proper internet, let alone wireless routers. I feel that it is important to set a side time for particular students for internet access and on line assignment, whether it be after school, lunch or designated lab time.  

Digital Blog Post #G-EME2040

Chapter 10 discusses "Promoting Success for All Students through Technology."  The three concepts I wouod like to discuss that I drew from the materials are:  Differenciated Instruction, Universal Design for Learning and Assistive Technologies.

Differenciated Instructions, or DI, approach where different methods are used for different learning needs.  DI is broken down into four areas: Readiness, Interest, Learning Profile, and Affect.  Readiness is achieved when prior experiences prepare the student for learning and for the learning environment. The student takes life lessons and familiararity nd applies them to the current situation.  Interest is defined by the students curiosity and commitment to learning.  If the student is interested and excited about a particular subject or activity, the chances for success go up.  Learning Profile is how the students learn best, whether it be formal or informal strategies, traditional or hands on demonstration.  Affect is how students regard themselves and the school as learners or learning establishments. (Maloy)

Universal Design for Learning, or UDL, applies recent advancements in understanding how the brain processes information to the design of curriculum. (Maloy)  In other words, classroom lessons are designed around different learning styles.  UDL is based on the concept from the architecture field and is defined in the following terms:
----Multiple means of representation-- Give learners various ways of aquiring information and                   knowledge. (Maloy)  Working in small groups or centers
----Multiple means of expression- Provide learners alternatives for demonstrating what they know.          (Maloy)   Some students can regurgitate information through test answers while others are terrible       test takers but can use visuals such as graphs and power point presentations to show mastery of a         subject.
----Multiple means of engagement- Tap into learners' interests, offer appropriate challenges and                 increase motivation (Maloy).  Getting to know students on an individual level is paramount.                 What makes an individual tick?  What gets thier attention?

Assistive Technologies allow teachers to apply the concepts of DI and UDL to the classroom and put into practice.  Assistive technology allows students with disabillities to translate text and understand spoken word and data with aids of supportive tools such as text to talk or talk to text software and interactive white boards.  The challenge for teachers is finding the time, resources, and tools to implement DI and UDL into everyday lessons.


Maloy, R., O'Loughlin, R., Edwards, S., & Woolf, B. (2013). Transforming Learning with New Technologies. 2nd Edition. Boston, MA: Pearson Education Inc

Digital Blog Post #E-EME2040

This week we are learning about software, apps and games.  Classrooms today are constantly adding excitement to learning and classwork by incorporating educational games to the curriculum.  Every subject can be explored and grab students complete attention with games such as:  Math Blaster, Raft Race Challenge, and The River City Project create stealth learning, which incorporates academic information by embedding it into the game play, thus teaching lessons and skills to the students without them even realizing they are learning.  My 10 year old son and his friends are hugely into Minecraft.  They are going to play video games anyway so the fact that they choose to play an educational one is relieving.  I do however believe that being able to open a text book and have the ability to learn "the old fashion way" has value.

One of the main focuses of the chapter is Higher-Order and Lower-Order thinking as associated with Bloom's Taxonomy, which is an educational classification tool that distinguishes between different forms of thinking.  Lower levels of thinking range from basic recall to interpretation of information and higher levels range from comparison and evaluation to perspective and creativity.  The revised (in 2001) list of thinking is remembering, understanding, applying, analyzing, synthesis and evaluation.  When I was in elementary and secondary school classroom work primarily lied on the lower end.  Lessons consisted of memorization mostly:  copying vocabulary words out of the glossary, flashcards, and copying chapter outlines for study guides off of the overhead projector were the norm.  Nowadays teachers are using much more visual and interactive activities and small groups for class lessons.

As I discussed earlier, gaming has become a huge part of education today, but how are teacher to know which games are genuinely educational and which ones aren't?  In order to help teachers discover and utilize the best apps and games, Blooms classifications are used as a rubric for evaluating their usefulness.  Games and apps are evaluated for both age appropriateness and learning content.  It is widely considered that educational games and apps should incorporate higher-order learning.  According to the textbook authors higher order thinking should include complex storylines, meaningful, age appropriate characters, realword settings with complex puzzles,interaction possibilities with virtual characters, opportunities to replay the game with different possible outcomes and interesting and engaging graphics.  Most games are evaluated within three catagories:  Entertainment, which often involve violence, confrontation or first person shooting: Edutainment, which are fun and engaging but blend in academic content and purely educational which put an emphasis on learning and promote higher levels of problem solving and complex situations. 

Maloy, R., O'Loughlin, R., Edwards, S., & Woolf, B. (2013). Transforming Learning with New Technologies. 2nd Edition. Boston, MA: Pearson Education Inc.

Post #A-EME2040

Digital Blog Post #A-EME2040

The authors reference in the chapter the use of the internet, which seems obvious:  every desk has a computer on it but it never occurred to me the vast uses.  I never really gave it much thought, just thinking, "a computer is there to check email and enter grades," until I read the chapter and was enlightened by the possibilities.  Before technology teachers relied heavily, almost solely on the issued textbook for lessons and materials, now the possibilities are endless.  With the use of the internet online lesson plans are readily available both written and in video format from sources like Teacher Tube.

In "Becoming a 21st Century Teacher" the authors discuss the importance of building your digital identity.  With each teacher having a different "digital indentity" it offers different classroom atmospheres and approaches, which helps keep the school experience fresh for the students.  While some technology is standard in each class, such as a smart board, the individual teachers' digital identities can vary from class to class with he use of tablets, laptops, video and smart phones to name a few.    We need to be constantly learning more about technology as teachers in order to diversify our classrooms.

I have had a crash course on inside and outside the classroom learning activities now having a son in middle school.  Technology has become essential because as parents it is the only way we have any access or knowledge to what is happening in school, both accidemically and from an extra curricular standpoint.  Students need to use their smartphones to access assignments and announcement, and parents need the internet to monitor and stay on top of grades.  Just like FSW using Canvas, my childrens' Middle School uses Edmodo to create a learning community and to force the students to responsibly manage their educations.

In conclusion, I am continuously learning through experience as a parent and now through this class, not only the practical applications, but the importance of the use of technology in education.  Being in the technology era and the emergence of the "iGeneration," learning what my digital identity is and expanding it is vital to future success for both myself, and the students in order to maximize potential.

References:

Maloy, R., O'Loughlin, R., Edwards, S., & Woolf, B. (2013). Transforming Learning with New Technologies. 2nd Edition. Boston, MA: Pearson Education Inc.