EME2040: A Reflection

Prior to the taking this class I had no idea what a Web 2.0 tool was! I had heard of them, of course I have, but I did not even know they were referred to as Web 2.0 tools, nor had I imagined being able to effectively use them! At the beginning of this class I was very intimidated by the idea of expanding my technological knowledge. I have read many blogs post by others; I had not ever attempted writing my own, until this class. I have learned so very much over the semester and feel quiet accomplished with what I can now do using technology. I am confident that what I have learned in EME2040 has created a strong foundation for me to continue exploring technology and its usefulness in my future classroom.

Early in the semester, I shared my feelings on Marc Pensky's theory of digital natives versus digiatal immigrants:  Marc Pensky classified technology using individuals into two groups: digital natives and digital immigrants. Digital natives are young people, born after 1980 and grew up using all the interactive technology available. Digital immigrants are older adults who are learning later in life how to use all the technologies of today.  By Pensky’s definition I should be considered a digital native, by birth rights I suppose, having been born in 1985, however, as the introduction of new technologies continue to surface, I often feel more like a digital immigrant. In today’s society, children are confident in their ability to use technology. They often seem comfortable using technology because it has been such a significant part of their lives since birth. Integrating technology into the classroom seems logical and necessary since most children have a well-established preexisting knowledge of technology and value their multi-media talents.  Digital immigrants, or those of us like myself who are a combination of both worlds, may not have such a well-rounded preexisting knowledge.
Through out this semester I have really gained confidence in my ability to adapt to the ever changing technologies and my ability to learn how to apply new (or new to me) technologies to role as an educator. I'm more excited now, than intimidated, to use the tools available to me enhance learning for my students and myself. I am now a bit more well-rounded when it comes to preexisting knowledge about technology!

One of my favorite lessons this semester in EME2040, was the creation of the WebQuest. I had not even heard of a WebQuest prior to this class! Not only was it fun to make (much more fun than typing up a lesson plan using a word processor) I imagine they are fun for students to complete as well! I asked my ten year old son to complete my WebQuest I created, just for fun, and he said it was "cool!" I hope my future students agree with my son, as I definitely look forward to using WebQuest as tool for enhancing lessons! I also enjoyed working on the collaborative Wiki. Wikis make for great group projects as each student is responsible for their assigned topic or page within the wiki. I enjoyed doing this project in the class. The collaborative lesson plan was much more difficult to do as group. Our final product was still good but the production process was sloppy. It was difficult to correspond via email, and text as we all had varying schedules. If I could do it over again, I would like to have assigned sections of the lesson plan for each student in the group from the beginning. Perhaps, in my opinion, having my first attempt ever at creating a lesson plan, and one infused with technology, as a collaborative assignment was more difficult than if I could have done it on my own for the first time. That is likely the only change I would suggest as for the class assignments.

I am so glad I was able to take this class this semester. I appreciate the value of technology and the implications of infusing it into the classroom much more now. I am much less intimidated now about exploring and implementing technology into my future classroom, I''m actually quiet excited about doing so!

Resources:

Maloy, R., O’Loughlin, R., Edwards, S., & Woolf, B. (2013). Transforming Learning with New Technologies. 2^nd Edition. 

Digital Badge L: Chapter 12

Integrating Technology in the Classroom on PhotoPeach

As a future technology using educator I will need to decide when it is best to include technology into a lesson or to have learning infused with technology. Inclusion would be the use of technology for practicing skills and for transferring information. There are lessons in which technology inclusion would be very useful, especially in the elementary school level, such as learning how to use a key board for typing in a word processor program. Technology inclusion could also be used to assists in the lecture portion of a lesson by projecting slides with key terms or points for students to use as a guide for taking notes.  Infusion of technology will be necessary for completing hands on activities and truly enhancing the lesson or learning experience on a daily basis. In elementary school for example, as a teacher, students can use computers daily to research a topic and then keep a journal throughout the year about each days discoveries. Wonderopolis is a website that offers a “wonder of the day” topic, and links to research related to that topic. I would love to infuse technology into my daily classroom activities by having students journal about the wonder of the day using this website as a tool for research. 

It is likely that my future classroom will be filled with students from different social, racial, and economic background. Research has shown the within multicultural classrooms, there are often digital inequalities as well. Each students previous experiences with technology will vary greatly based of social issues such as race, ethnicity, and household income. Higher income households tend to have more access to technology, including the internet. Students who do not have computers or internet at home tend to fall behind in tech competencies and tech skills. One to one laptop computing in the classroom may help close of the participation gap, although this is not always an option. Some schools, including the school my son attends have a “bring your own device/ BYOD” policy. At my son’s school, students who do not have a device to bring will be paired up with a student who does have a device and they will work together on activities. As a future educator the idea of BYOD seems slightly more intimidating than having a single device provided to each student. The reason it is intimidating, is because as teacher, I would be likely be expected to know how to trouble shoot any issues that may arise on a large variety of device makes or models. Even if each child in my classroom is not able to use a technology device individually at school, we will do plenty of small group activities using the computers or devices we do have access too. I actually prefer small group activities as they allow students to learn from one another as they collaborate on the lesson, and small group assignments tend to be student centered as well. 

Most changes that occur within the educational setting are top-down changes to existing policies. Teachers do not always get much say in the changes, as they are coming down from the administration. Technology integration in the classroom allows teachers to create change and transform learning experiences. Automating, recreating existing practices using technology, is common practice these days in schools. Informating, however, allows teachers to redesign activities completely. As a future teacher I will need to determine what technologies to use to positively change the learning experience in my classroom. Students should be actively invited into having a voice in regards to technology and change as well. As a future teacher, I hope to gather the insight of students, as they are the most vital member of their own learning process. Through curiosity and practice, my students and I will build our computer literacy together. 

References:

BES Classrooms. The New Classroom at BES. Jan. 24 2008. Retrieved on Nov. 28, 2014 from https://flic.kr/p/4m5ojv

Lmmatz728. Integrating Technology in the Classroom. Nov. 28, 2014. http://photopeach.com/album/17yd3p4

Knopp-Schwyn, C, Serene Computer Lab at Seward Montessori School. Sept. 21, 2007. Retrieved on Nov. 28, 2014 from https://flic.kr/p/3apksQ

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

Digital Badge K: Chapter 6

        Photo Credit: Mortten Oddvik via Flickr 

Twenty-first century teachers have access to an unparalleled amount of academic information through the internet. The digital content teachers have access to can be extremely useful in enhancing learning. Teachers can use bookmarking sites to help keep all of the digital content organized and readily acessable. I have been using the social bookmarking site Delicious to save links I will likely want to reference again in the future as a teacher. Delicious also offers and option to “tag bundles,” which allows for students and teachers to assemble learning activities together, as the bookmarked sites are shared publicly. The links saved, categorized, and tagged using bookmarking sites like Delicious, make accessing material already assess by the teacher, readily available for use when creating WebQuest, Blogs, or other interactive activities.

As I just completed making my first WebQuest, I now see the true value in social bookmarking site like Delicious. “WebQuest are online inquires by students that are designed and quided by teachers” (139). Teachers can hyperlink pre-assessed material saved and catagized in their bookmarking tool when creating original WebQuest. WebQuest are broken down into steps, making them well organized, easy to follow, inquiry based, and interactive lessons for students. As a future teacher, I look forward to developing new

WebQuest that will be engaging to my students. I believe that make great tools for small group activities as well. Each student can have a different role, or task, in completing the group WebQuest.

Another exciting group assignment for students, which involves engaging learns with digital tools, is going on digital field trips. I love this idea! Google Earth is a great, free, tool to use for virtual field trips. There are also many other virtual tour available online. Interactive video conferencing can further enhance the virtual field trip. For example, if student went on a virtual tour of the Chicago land area, and explored the Lake Michigan Coast, they could later speak with experts from Lake Michigan Science Research Center, or perhaps with another classroom of students from Chicago.  There are many student-to-expert website available, in which students can chat with content experts, ask questions, and gain more knowledge. 

Maloy, R., O’Loughlin, R., Edwards, S., & Woolf, B. (2013). Transforming Learning with New Technologies. 2^nd Edition. 

Digital Badge J: Chapter 11

Assessments are a vital part of the teaching role. As I work towards becoming a teacher, I really need to start to consider the three main types of assessments associated with teaching. The first type of assessment stated in the textbook is, “new teacher assessment.” This involves licensing exams, observations from mentoring teachers, observations from professors, academic teaching methods, classroom management, and strategies to connect with students, parents, and colleagues. The second type of assessment will cover how I plan to assess my students’ progress of learning. Through assessing students, I will be assessing my own effectiveness of teaching as well. The third type of assessments to consider is how will encourage my future students to self-assess their own learning. Student involvement in the assessment process is very beneficial as it empowers students to be self-sufficient and motivated learners.

The evaluation process is so important for teachers. As a future teacher I really should start building my tentative digital teaching portfolio. Having a well put together digital teaching portfolio can make all the difference in the competitive job market. Teaching portfolios can include personal reflections, teaching philosophy, field experience, photos, videos, a resume and teaching strengths. The portfolio will continue to be a work in progress as my career progresses. Starting on a portfolio now will help me to evolve as a student and as a professional.

“Democratic schools are places where students and teachers together make substantive decisions about important aspects of educational operations, from the academic curriculum to school climate and rules” (Maloy 283). While some critics suggest student involvement in academic decisions is a poor idea, suggesting students would make ill-informed and self-centered choices, I disagree. As the textbook suggest students can set goals, assess progress, choose topics of learning, and assume greater responsibility in the classroom using the method of democratic schools. While few schools actually practice this entirely, teachers can implement some democratic school like activities within the classroom. I would like to allow my future students to offer insight into their own learning process. Democratic schooling may provide more involvement and interests in academics while promoting leadership skills amongst students as well.

Another means of promoting student engagement in the learning process using technology is by incorporating clickers. Similar to voting, students can see a topic of question displayed on the projector screen and use their clickers to vote. The votes will be correlated and projected as percentiles, or in graph form. Clickers can be used to test knowledge, formulate opinions, make predictions, and to encourage participation in lesson topics. I love the idea of using this type of technology in the classroom. 

Maloy, R., O’Loughlin, R., Edwards, S., & Woolf, B. (2013). Transforming Learning with New Technologies. 2^nd Edition. 

Digital Badge I: Chapter 4

When designing a lesson plan the first step is often deciding what to teach. The academic content of a lesson may often times be predetermined by the school system to align with the state mandates. The goals of a lesson may be given as mandatories but the teacher often has more say in the methods of delivery in which the lesson topics will be presented. Teachers also decide the procedures for how those methods will take place. Teachers can use technology to assist in all levels of the lesson, from the planning, to student activity, and eventually to the grading of lessons.  Teachers may choose to use presentation software, flow charts, visual aids, classroom websites, podcasts, wikis, creative design software or other assistive technologies as they see fit to enhance the lesson. Technology can also assists teachers in evaluating the student understanding of the lesson material. Learning assessments can be done using electronic test, quizzes, surveys, and rubrics.

There are three main influential factors in determining how teacher will assess students. The first is based off their own personal experience. Often time’s teachers implement tools of assessment they are familiar with from their own past experiences of being a student. The second influential factor is the standardize test. “Within a climate of test score accountability, teachers can easily conclude that the only test that matter are those that rank students according to their numerical scores on local, state, and national exams” (Maloy, 84).  Teacher’s test, or the test teachers must pass in order to teach can set presidency as what a teacher feels the students must know.  Based off of my own personal experiences, as a student and a parent of student, I am not the biggest fan of standardized test, or any multiple choice exams for that matter. I do not test well on high stake exams because the pressure I associate with testing often distracts me from the material I would otherwise be able to recite. As a future teacher, I hope to allow my students the joys of celebrating their understanding of classroom topics without the fears of failure distracting them from absorbing the material. In middle school I had a teacher that would give the students an option of test types. Students could pick to take the multiple choice exams or to write an essay reflecting the topics. I always choose to write essays, most of my peers choose the multiple choice option. Either way, the teacher was able to assess our retention of the knowledge gained from the lesson and we were all equally prepared for the mandatory state exams.

Performance assessment are another alternative to the standard multiple choice exam. Instead of a test, I would like to see my students apply the lesson contents in practice. This may be easier with certain subjects, such as math, but can be applied to any lesson if the teacher is creative. For example, if my students are studying poetry, I would prefer my students create their own poetic expressions and share them with the class. Perhaps they can be shared through a classroom wiki. If the class is studying local wildlife, all students can take a digital photo of local wildlife, write a corresponding report on the animal, insect, or plant and working in small groups students could create a digital movie or slide show to present their material.  

As a future teacher, my end goal will the same for every lesson plan I create: All students in my classroom will be learning and gaining knowledge. 

By Lmmatz728 | View this Toon at ToonDoo | Create your own Toon

Boston, MA: Pearson Education Inc.

Maloy, R., O’Loughlin, R., Edwards, S., & Woolf, B. (2013). Transforming Learning with New Technologies. 2^nd Edition. 

Digital Badge H: Chapter 9

In the modern day classroom, teachers have many options of multimedia tools to use as a means to enhance the quality of learning. Teachers can now quickly and easily create displays of videos, photos, written words, audio clips, and much more using readily available media on computers, smartphones, or tablets. Multimedia tools allow teachers to incorporate a variety of learning modes or styles within a single lesson. "Multimodal learning happens when teachers combine spoken words with visuals or written text with audio or utilize simulations and models" (217). Technology now allows for more effective multimodal learning to occur and this is very important as research conducted by Multimodal Learning through Media reports, "Students engaged in learning that incorporates multimodal designs, on average, outperform students who learn using traditional approaches with single modes" (217). As a 21st Century instructor I can create digital displays to emphasize main ideas or important fact relevant to the lessons. I can use podcasts, PowerPoints, video clips, photos/pictures, and share websites with my students using the smart board or white board in the classroom. I can also encourage my students to create their own videos, podcasts, and slideshows to share with the class.

I remember being in primary school and having assignments that required making a presentation for class. I dreaded classroom presentation assignments! It was not the topics presented that I dreaded, nor was it speaking in front of my peers, it was the actual presentation material I disliked! The first task in creating a presentation was convincing your parents to spend the extra money to buy a cardboard tri-fold standalone poster board, these were much more impressive than a standard poster board and scotch tape. Growing up in Chicago (the windy and often snowy city) the preparation for safely transporting a presentation to school was another task in itself. The endless hours spent perfecting bubble letters and gluing pictures took away from the learning experience as well. Today, students can create a PowerPoint, including as much fancy word art and photos as desired without losing out on valuable learning time. Transporting presentations to school is also much easier (especially in Florida as there is never any snow) since flash drives store presentations and fit nicely in a pocket. PowerPoint presentations allow students to creatively express their acquired knowledge using a multimedia readily accessible in the classroom.

Photo Credit: leslle via flickr 

Teachers can encourage creativity and explore digital artwork with students. Digital artworks are "artistic expressions that happen through electronic or computer-based environments" (232).  I am a huge fan of using digital artwork for creative exploration. As a parent, I appreciate the no mess clean up for new artwork! As a teacher, this might prove true as well. My son uses an app called Procreate on his Ipad as a means of creative expression. He then saves his drawings and uses them in apps like iMovie, adds some music he loves and the end products are often quite impressive pieces of artwork created by a ten year old. These apps have a combined cost around $10, the same cost of  markers and a sketchbook. As a teacher, I wonder if digital artwork might help keep cost down, while still allowing for creative expressions, and no need to ever cut these classes from the curriculum due to budget cuts within the school system.



Resources:

Leslle. (December 8, 2008) Walkers Active in the Snow. Retrieved October 19, 2014 from https://flic.kr/p/9b5wKG

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

Digital Badge G: Chapter 10

America is a very culturally diverse country, as are the classrooms within our schools. As the textbook points out, "More than one in four youngsters are from immigrant families, and most of them speak a language other than English at home" (244).  In today's multicultural classrooms, there are many roles for technology to enhance the learning experience. Teachers can use technology to support their lessons. Teachers can use programs, some available online and free, to translate from many commonly spoken languages to English or from English to another language. As a future teacher, one whom only speaks English, this type of tool might be very useful in my classroom. Google Translate is one free version that is easy to use. If I want to greet my students on the first day of class, and I had a Spanish only speaking student in my classroom, I could easily use Google Translate for some assistance.



("Hello, I am your teacher Mrs. Matz.
I am very happy to have you as my student. This year we will learn so much!"- translated from English to Spanish using Google Translate) 

Another great way to use technology in the class room would be for creating word clouds. Word clouds are visual representations of text. While world clouds are not very in depth, they are visually stimulating and often do a great job of summarizing main points. Word clouds are one of many tools that are easily created and accessible online.   
The word cloud pictured here was created using a free online site called Wordle. Word clouds can contribute the universal design for learning(UDL). "UDL applies recent advances in understanding how the brain processes information to the design of a curriculum that can accommodate broad student needs" (250).  As a future teacher I am very excited to use technology in roles which will be engaging for my diverse students and will help to meet their diverse needs.

Storybook apps are now readily available tools teachers can use to further engage students while meeting the needs of diversity. Students can explore options within the storybook under the teachers guidelines. As a future teacher, I fully intend on letting my students utilize such tools. Storybook apps can be read like an e-book, or the text can be played like an audio book, and they are often visually stimulating as well. Some storybooks have options to further explore through "gaming" and even game playing may increase the learning experience.  Interactive electronic storybooks have many advantages which the text points out from reaching multiple learning styles, to creating an engaging mood, all while increasing vocabulary and reading comprehension skills. Scholastic Books offers some free online interactive books for younger students, including Clifford storybooks. Sites like this are interactive, can be used for small group activities and will address the specialized learning needs of many children.



Resources:


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

Digital Badge F: Chapter 8

There are many different options available for educators when it comes to integrating electronic communications into teaching. Assigning homework has been a common practice since long before computers and internet were available. Homework is meant as a tool of practice, in which students can refine and further develop the contents of the lesson material first presented in class. Using technology mediums teachers can now continue the lesson outside of the classroom. Using classroom blogs or wikis teachers can post instructions, correspond with students, and monitor student discussions. When implementing such 21st century techniques, homework no longer needs to be sent home on a piece of paper and students no longer need to wait until the next class time to inquire more instructions or guidance. Teachers can also use these common classroom forums as a means of communication with parents. Parents can help keep their students focused within the lessons and with the assigned task, checking updates on the class blog for what is due and when. Teachers can also use these forums to display student work for peers and parents. As future educator, I am most excited to use technological communications to continue class after school hours. Perhaps, assigning less traditional style homework and incorporating more 21st century activities. For example, instead of assigning students to read and write a report, I might have students contribute their reactions to the reading assignments on a discussion board.



When teachers are designing a blog for their classroom there are three different styles of blogs of which to choose from. Blogs can be organizational, subject addressed, or learning/teaching styled.
Organization blogs are meant to be used as a tool of information. Subject blogs are focused on one particular academic area. Learning blogs are meant as a tool of communication in which teachers and students can correspond about lesson material. Regardless of the style there are also many options teachers can consider when it comes to designing the blog. What type of archives, web links, and tech tools will best support the students academic gain.

As a future educator it is imperative to start thinking about creating a classroom website of a teaching blog. Even before having an actual classroom of my own, creating a base line design could be helpful in obtaining my future classroom. As the text book suggests, principles often do look at teacher's 'homegrown" sites when making choices about which candidates to hire (195). These websites should include a link allowing future employers, future students, and future parents of students to become familiar with the individual who is or will be the teacher. A history of academic and professional accomplishments can listed on the site, as well as interests, a bit of personal/family history, and perhaps a look into the individuals teaching philosophy. When filling out applications and submitting resumes, do teachers in the 21st Century include the web address for their website or blog?



Resources:


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

Digital Badge D: Chapter 5

This chapter of the textbook, discusses the very real problem of cyber-bullying in today's 21st century society. The readily available technology mediums allow for bullies to access their victims easily, discretely, and at anytime. Text messages, social media forums, email, blogs, videos and photos are all tools a bully can use with the intent of causing harm to another person. While cyber bullying may not inflict immediate physical harm to the victim, the social, emotional and psychological harm inflicted can still be very detrimental to the victim. According to the text book, cyber-bullying victims can develop depression, anxiety, low self-esteem, poor habits such as smoking and drug use, and even lead to suicide in some cases. As a future educator, in our technology driven society, I intend to educate my students on cyber-bullying, I will be an advocate for the victims of all types of bullying, and I will work with students to prevent such behaviors from occurring. I plan to stress the importance of empathy with my students. I also want my students to know that I am here to help, all they would have to do is ask. I will encourage my students to make ethical choices. I will also make it clear that I will have a zero-tolerance policy for bullying of any form. I will also see to it that my students are made aware of helpful resources, aside from me, including their parents, their peers, as well as online tools meant to educate students on bullying.

This chapter also discusses the use of technology for plagiarism and cheating. With all the readily available information on the internet, created with the intent of cheating, and with mobile devices handy cheating and plagiarism may seem even more tempting to today's students than to previous generations. With academic pressures and busy life style, taking short cuts to reach end goals faster may seem appealing. As a teacher I will do my best to instill my students with the tools they need to feel prepared and confident in creating original work. I will also explain the importance of giving credit where credit is due, as I will promote them to be resourceful and ethical at the same time. With in my own classroom, I hope to prevent cheating on test or quizzes, by implementing different strategies to make cheating seem less appealing. I will allow students to make test corrections, to achieve a higher grade and to promote the material further. I will conduct test with open books, allow for group tests, and allow my students time to study in class as well.

I am a fan of reading. I love fictional novels, and will take advantage of any free time I may get to enjoy a good book. I have a e-reader for personal use. I have only used it once! My personal preference, is to read in the traditional manner, where I flip pages, use paper bookmakers, and have a light on in the room to be able to see the words on the page. I feel as though I get a more fulfilling reading experience from an actual book. With an e-reader, I missed the sound of the paper page turning, the smell of paper (especially in older books), and the actual feeling of holding a book. According to the textbook, "a survey of 2000 students, ages 6-17, 25% said that they have read a book on an e-reader, 57% said they wanted to, and 33% said they would read more if they had access to electronic books" (p 102). While e-readers may not be my personal preference of reading, I am all for encouraging students to read more. Reading is most beneficial, in my opinion, if it is enjoyed, not just required. If using an e-reader, sparks the interests of more students to read and better yet encourages their enjoyment and therefore the benefit of reading, then schools should find ways to accommodate theses digital natives in our classrooms.


References:

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

Digital Badge C: Chapter 3

According to our textbook, "In education, feedback is another term for communication between a learner and an instructor. Feedback is one of the instructional practices that has been found to promote increased success for students." (p. 54) Feedback is very important for students to build their knowledge and critical thinking skills. Feedback is also equally important for teachers to receive from students in order to better accommodate the learners and a successful learning environment.  Technology makes it possible to communicate rapidly, and effectively. Through email, text messaging, blogs, live chats, and interactive websites teachers can now provide feedback to students, and students to teachers, even outside of school. Using technology tools as a means of correspondence with students (and parents) is something I fully intend on doing as a teacher.  I want my students and their parents to be able to acquire feedback from me as effectively as possible to promote a better learning experience for my students.  I also want to receive feedback regularly from my students.  I want to know what my students enjoyed most in class each day, what they liked least, what they would like to explore further, any questions they may have, and any suggestions they may have for me.  As a child, I remember multiple occasions when I would ask my parents to further explain my homework for me, and getting a response similar to this “I don’t know how to do that, you’ll have to wait until tomorrow to ask your teacher what that means.” As a student I would feel embarrassed having to go to school and explain to my teacher, “I could not complete my homework and my parents could not help me either.”  It would have been wonderful if my parents or I had access to ask for help or further explanation via a live chat, or email. I look forward to having the ability to offer feedback to my students, outside of the classroom, using technology as an enhancement tool.

The textbook also discusses the importance of educators developing a sense of digital literacy in students.  The internet is a powerful tool for seeking new information and that is very useful in learning but the internet is also plagued with nonsense.  Educators are expected to teach students how to access information using technology and more importantly, how to assess the information they find.  Teachers need to provide lessons to grow the information literacy skills of students, guiding them to discover reliable sources and gain the ability to differentiate between persuasive, objective, and satirical information. As a future educator, I plan to stress the importance of internet literacy to my students.  I want to be sure that my students are enhancing their educations through technology, not being misinformed.  I also believe that the concept of internet literacy, is very closely related to the idea of overall internet safety, and therefore of extreme important in 21^st century learning.

This chapter also discusses using technology to enhance creativity.  ITCP- information technology and creative practices, are used for creative self-expression. (p.63) Technology can be used for writing, desktop publishing, design tools, photography, graphics, animation, movie making, podcast creating, etc. Having many different mediums readily available to assists students creative thinking is one of the greatest ways technology truly enhances the learning experience, at least in my opinion. I have witnessed firsthand in my own child how wonderfully inspirational creation through technology can be.  My son, Andrew, is ten years old now.  He has been working on creating graphic designs, using photo shop, and movie making aps for the last year now. While creating his digital art, he is engaged, he is learning, and best of all, he is having fun.  He is always very proud of his creations as well. He is building confidence, skills, and expressing his creativity with his new favorite art tool, his laptop.

Resources:


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

Digital Badge B: Chapter 2

As a teacher I will have access to my personal laptop, my IPhone, my IPad, and have the ability to access the internet via my Wi-Fi connection.  Are these luxuries I have access to something my students and I will have common? Digital divides and participation gaps among students are caused by the uneven spread of technological access available.  According to the text the less access to new technologies students have, the greater the academic achievement gap.  There is a digital continuum, in which students fall into a wide spectrum of their overall access to technology.  The more affluent a child’s family, the more likely they will have new technologies; in contrast, less affluent families may not share the same access to as many up-to-date technologies.  Upon considering this wide spectrum amongst student access to technology, my excitement about integrating technology into the lives of my students extending beyond the classroom dampers. Luckily, as most schools have internet and computers, possibly tablets, or a BYOD (bring your own device) policy I am hopeful I will be able to, at minimum, engage my students through technology in classroom.  With all the drastic changes in technological advancement over the last 20 years, it is understandable that school systems may not have the most modern mediums available under typically tight budgets. The optimist in me, hopes that eventually all will schools catch up, as budgets can be adjusted, and digital divides will decrease so that today’s (or tomorrow’s) technology will exist in every classroom. 

Marc Pensky classified technology using individuals into two groups: digital natives and digital immigrants. Digital natives are young people, born after 1980 and grew up using all the interactive technology available. Digital immigrants are older adults who are learning later in life how to use all the technologies of today.  By Pensky’s definition I should be considered a digital native, by birth rights I suppose, having been born in 1985, however, as the introduction of new technologies continue to surface, I often feel more like a digital immigrant. In today’s society, children are confident in their ability to use technology. They often seem comfortable using technology because it has been such a significant part of their lives since birth. Integrating technology into the classroom seems logical and necessary since most children have a well-established preexisting knowledge of technology and value their multi-media talents.  Digital immigrants, or those of us like myself who are a combination of both worlds, may not have such a well-rounded preexisting knowledge. When digital immigrants become the teachers of digital natives are we doomed to be subject to digital disconnect?

Digital disconnect is a term referring to the way technologically savvy students perceive their teachers, as slow by comparison.  According to the textbook, “30% of students see smartphones and 36% see mp3 players as essential for a 21^st century classroom, which is double the number of teachers and administrators who see those tools as key to school learning” (p40) Students are voicing their wants and needs for technology in the classroom. Students will be more engaged in learning when they have access to learning tools that interest them and fit their generational upbringing. As technology integrates into more classrooms, it is likely, that teachers will apply student-centered learning more frequently. It is important to me, as a future teacher, that my future students do not feel disconnected from me, digitally or otherwise. I look forward to implementing my student-centered teaching philosophy and bridging any digital disconnect we may have. 

By Lmmatz728 | View this Toon at ToonDoo | Create your own Toon

Resources:


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

Lmmatz728. (2014, September 5). Technology in School.  ToonDoo. Retrieved September 6, 2014 from http://www.toondoo.com/MyToondoo.toon

Digital Badge A: Chapter 1

The textbook discusses the term "digital childhood"(p.3)  in relation to children under the age of five. Before even becoming school aged children are spending hours of their days engaged with technology. By the time children are attending grade school, the average child is spending nearly their entire day indulged in some form of media when they are not physically at school. As a future teacher, I find this to both inspiring and intimidating. Being born into a digital childhood, gives today's students many advantages previous generations lacked. Looking back on my own childhood, I can recall wanting to type up stories I had written for school, so my mother would let me use her type writer. When I was in third grade, in 1993, my parents had finally purchased a computer for our household. While we had no internet connection, the introduction of the "backspace" key into my life, as I can recall it, felt nearly as exciting as how my own children appear to feel when they get a new app! While reading Chapter one of the textbook, I had the tune of a childhood song stuck in my mind. The lyrics are “…I've got the whole world in my hands, I've got the whole wide world in my hands...” Students of the 21^st century have unlimited access to nearly the entire world when they simply hold an Ipod in their hands. The readily available technology inspires me to fully incorporate as much media and technology as I can in my future role as the teacher. What better way to fully engage today’s students in learning than with a medium that has been part of their development since infancy.

My own children, Andrew (8 years old)and Aubrey Jo (8 months old)
playing together on the Ipad.

The textbook refers to a teacher’s “digital identity” (p. 15) as their ability to practice their technology talents and competencies. I am in the beginning phase of building my digital identity as it applies to educators. In my personal life and previous professions I have been using a moderate amount of multimedia tools. Incorporating social media sites like Facebook, email, my Iphone, my Icloud, online class work, Mp3 players, my digital camera and above all else the internet into my day to day routine. I look forward to expanding my digital identity in order to better serve my future students. The more knowledge I acquire, the more skills I will have, and the better I will be able to reach my students, both in the classroom and outside of the classroom. I am excited to learn more ways to stay connected with students once the last bell rings and school lets out. I mentioned before that I find the “digital childhood” era to be intimidating. I am hopeful that through my studies, and practice, I will gain confidence so I can lead the “digital child” after building my own “digital identity”

“Mark Prensky defines “must have” technologies…listing 132 tools for teachers to use with students for learning” (p. 12)  I need to start building my “must have” technology list.  I realized that I use so many technologies presently as a student, that I already have a basic idea of my goals for later applying technology to teaching. I want to be able to use social networking to involve my students family with their child’s learning. Other “must haves” I look forward to include: smart boards, podcasts, digital photography and videos, Mp3 players, e-readers, and tablets equipped with fun and engaging apps.

Becoming a teacher in the 21st century requires incorporating technology, both familiar and otherwise, into the classroom and beyond. Today's children are growing in a technology influenced world and as a teacher I will be responsible to grow with them and lead them. I still have much technology to familiarize myself with in order to become the best 21st century teacher I can be and I am excited to learn. 

Resources:

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