Beyond the Basics - Week 4

The material covered in Chapters 5 and 6 of our text immediately reminded me of my friend Joe. Joe has had much success integrating multimedia into his fourth grade classroom. Most recently, he received a grant from Apple which awarded him 30 iPod Touches, two docking stations, and two Mac lap top computers. With this technology Joe has been able to enhance lessons with different educational applications. Students are able to practice math skills, review English vocabulary words, learn Spanish, and even create their own music using applications they have downloaded. Joe is able to monitor all of the students’ downloads from the Mac lap top and he is able to sync all of the iPods so that each machine has the same applications. In addition, as part of the grant, Joe is required by Apple to attend certain trainings which assist him in learning how to integrate different applications into the classroom.

It was really interesting to look at one of the iPods and see the different applications that Joe's students use to support their learning. Each application is very kid-friendly, well-designed, and uses colorful graphics and animation. Joe mentioned that his students love using the iPods in the classroom and that they are continuously motivated to learn. Another thing that Joe mentioned is that many of his students can figure out how to download applications and use them faster than he can! These students are perfect examples of digital natives!

Multimedia and Me

I really enjoyed using Glogster this week to create my multimedia presentation. I can definitely see myself using this tool in the classroom. Another presentation tool that I like to use on a regular basis is Prezi. Prezi allows users to create a multimedia presentation that is similar to PowerPoint; however, it is created on one large canvas instead of using multiple slides. In my opinion, Prezi allows the user to make presentations that are visually stimulating and creative. Check out the video below for a quick introduction to Prezi!

Finally, it was interesting to read in Chapter 6 that research has revealed that students benefit from the use of multimedia and hypermedia in the classroom (Roblyer & Doering, 2010). Personally, I can relate to this idea because I learn better when both visual and verbal explanations are provided and when pictures and graphics accompany text. I did get concerned, however, when reading about the research which concludes that students experience increased enjoyment and comprehension when reading a text in electronic storybook format or when the book was narrated (Roblyer & Doering, 2010). Although the electronic format has proven beneficial for students, I still believe that it is important for students to learn how to read from traditional text. Although we are living in the age of e-books, the Nook, and the Kindle, traditionally print books are important and it is still necessary for students to learn how to read, comprehend, and enjoy material from a traditional text.

References

Roblyer, M. D., & Doering, A. H. (2010). Integrating Educational Technology into Teaching (Fifth ed.). Pearson Education, Inc.

Get started with Prezi by visiting http://www.prezi.com/.

The Note Taking Process - Glogster Poster

I am really excited that I have learned how to use Glogster! Check out the poster I made to explain the steps of the note taking process!

Engaging Digital Natives - Week 3

It was especially interesting to read Chapters 3 and 4 of our text and learn about the different types of instructional software that can be utilized in the classroom. Chapter 3 really helped me become more familiar with the different types of instructional software and allowed me to recognize the benefits of using different types of software in the classroom.

Although each type of instructional software has proven benefits to students, I believe that tutorials, simulation, instructional games, and problem-solving software specifically address higher-ordering thinking skills. Using these types of software promote the development of critical thinking, problem solving, and real-world skills. The functions of these types of software help students to be creative and think outside of the box. This was apparent in the video showcasing Sam. Sam is clearly a digital native who has been able to utilize technology and digital media both inside and outside of the classroom in order to problem solve, strategize, and learn social and work related skills (Bidleman, 2009).

Also, as demonstrated in the second video showcasing students from McKinley High School, instructional games engage learners virtually and introduce them to real-life experiences. Instructional games also promote individualization and both technical and creative skills. In addition, through the use of gaming software, students at McKinley High School have been able to make connections beyond the classroom text. For example, students have learned how math and algebra are important in order to create gaming software (Ellis, 2007).

In addition to promoting higher ordering thinking skills, instructional software also allows for more effective differentiated instruction. By utilizing instructional software such as tutorials, classroom teachers are able to allow students to work on different skills at their own pace (Roblyer & Doering, 2010). Also, when using drill and practice software, students are able to receive immediate feedback which is tailored to their specific needs (Roblyer & Doering, 2010).  This aspect of utilizing instructional software can help teachers engage students with varying levels of ability and different learning needs.

Finally, if I was teaching in the ideal technology situation, I would imagine that my students would function as digital natives.  I imagine students being able to use technology to develop critical thinking, problem solving, and real world skills. Also, students would be able to express their individuality and creativity through the use of technology to complete class assignments.

Although this situation would be ideal, I would still be afraid that students would fail to recognize the importance of developing basic classroom skills. Even though they can be addressed using technology, basic math, reading, and writing skills can sometimes be more effective for students when done “the old fashion” way instead of utilizing technology. I would be afraid that students who do not learn well using technology would not be successful in a classroom where technology is used for the majority of instruction.

References

Bidleman, C. (2009, May 27). Digital Youth Portrait: Sam  [Video file]. Retrieved from Edutopia  database.

Ellis, K. (2007, February 21). Schools Use Games for Learning and Assessment  [Video file]. Retrieved from Edutopia  database.

Roblyer, M. D., & Doering, A. H. (2010). Integrating Educational Technology into Teaching (Fifth ed.). Pearson Education, Inc.

Points to Ponder - Week 2

I enjoyed reading Chapter 2 of our text because I was able to re-familiarize myself with the teachings of both the objectivist and constructivist theorists. I remember studying these individuals in my undergraduate coursework; however, it was refreshing to reconnect with these theorists and explore how their teaching and ideas can be related to the use technology.

Although I understand that it is important to combine both directed instruction and constructivist approaches in order to meet the diverse needs of students, I personally feel more connected to the ideas and concepts developed by the constructivists. I like the idea of utilizing technology to assist students in learning concepts that are abstract and complex. Also, I like that the constructivists recognize the importance of allowing students to discover new concepts and explore learning on their own. I believe that today’s technology provides ample opportunities for self-discovery and exploration. Finally, I also agree that utilizing technology in the classroom can provide the ultimate opportunity to enhance cooperative learning.

It was interesting to read about TPACK and the many facets that are needed to make technology integration successful.  When I was teaching dance at the high school level, I never took the time to stop and think about how my content knowledge, pedagogical knowledge, and technological knowledge needed to be intertwined in order to successfully implement lessons utilizing technology. Looking back, I believe that I was more concerned about trying to integrate technology into my curriculum in order to meet the requirements set forth by my administration.  Yes, I did integrate technology into many of my lessons, but did I do it successfully? Therefore, I feel like the “muddiest point” for me is learning how to strategically plan the integration of technology using the TPACK and TIP models. Chapter 2 of our text has given me some good insight on how to successfully plan the integration of technology in future lessons.

 

TPACK to the Rescue!  

Technology and Me - Week 1

When I first entered the field of education, I was the dance director at a local performing arts high school. Although reading and writing were often incorporated into my classroom, movement was the key component in the dance curriculum. As a dance educator, it was rewarding to watch my students become kinesthetic learners, discover a new talent, and use movement as a form of self-expression.

As you can imagine, incorporating technology into the dance curriculum was a challenge! In order to try to introduce the use of technology into my classroom, I began using PowerPoint to present lecture notes. I also incorporated the use of Edmodo to have students complete journals entries and self-reflections. For those of you who haven't heard of it, Edmodo is a education-based social networking site which allows students and teachers to interact in the virtual setting. The design of Edmodo is similar to Facebook, so it was easy for students to learn how to navigate the site. Also, after our school district began permitting the use of YouTube, I was able to show my students different videos relating to the style of dance or choreographer that we were studying at the time. After watching these videos, students were able to engage in group discussions, share ideas, and critique different pieces of work.

As a result of this course, I am hoping to become more confident about using different types of technology. I feel like it is time for me to expand my knowledge beyond the use of Microsoft Word and PowerPoint. I would really like to learn new ways to incorporate technology into my current field of learning assistance. I know that incorporating technology can make instruction much more engaging and exciting for students.



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