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.