A strength I believe I posses is communicating effectively. Communication is a vital skill in working productively with student, parents, and colleagues. Going along with communication is number 17 under instructor in table 27.3 on page 276, “manage an environment that fosters learning and performance”. As a first grade teacher this is a major part of my position and professional goal. I want my students to learn and perform well, so I strive to create a safe and comfortable classroom that is encouraging. I aim for my lessons to be interesting and engaging to touch on all learning styles. By providing an environment with these features I increase the odds for learning and participation.
I always find it easier to identify areas I need to develop. When it comes to technology I have barely scratched the surface of knowledge that is available. The biggest sill I wish to improve is “use media and technology to enhance learning and performance” page 275 table 23.7. In this instance media and technology should add to the lesson. I tend to use media and technology as a review or summary. I want my students to learn through the use of these materials for a better understanding of the overall subject area. “Evaluating instructional effectiveness” is a skill I would like to work on. It is important to know if the strategies being used are producing results. If they are then great if not then changes need to be made in order to be effective. To know if my strategies are working I need to build on my evaluation abilities. ‘Manage the instructional process though the appropriate use of technology.” Using appropriate technology is very important and can easily be over looked. Many times I have thought that the technology I used was making my point or adding to my students’ knowledge, when in fact it was really serving as a time filler or review. Just because technology is in a lesson plan does not mean it is the best choice or even appropriate for the age level or desired skill. As an example, our school provides 30 minutes a week of technology time for each class. Many teachers send their students with games, not usually educational. This, in my opinion, would be an inappropriate use of technology. Now if the games were educational, such as teaching keyboarding, math skills, or reading comprehension, the use of technology would be appropriate. These are only a few areas I know I need to improve on.
Tuesday, July 29, 2008
Monday, July 28, 2008
Reflection / Discussion 10
Many shared ideals ran through the words in chapter 22. I was intrigued to see that the concept of process vs. product can be found and applied to almost any situation. This scenario just happens to be climbing the professional ladder to becoming a full professor. In all the rungs of this professional ladder a common job description appeared over and over, to assist others in planning, developing, and executing their teachings in an effective manner.
In the context of chapter 22 process vs. product refers to how each individual valued their time in the professional world. The difference in approach corresponded with the country in which the university was located. The professionals working in Australian institutions valued the process or journey that was taken. These professionals were content with security and making the most out of each promotion. In contrast the American university professionals valued the product or final step on the ladder. These professionals had the ultimate goal and focus of making it to a full professor position.
I found it liberating to read that at all levels of higher education there is a desire to seek and help in improving for the sake of the overall faculty. At all the university positions there was a hunger to learn and teach in order to improve curriculum, student learning, and professor performance. It did not matter if an assistant was helping an associate or full professor or if an associate was learning from an assistant or full professor what mattered was that the faculty and students as a whole were benefiting from the sharing of design.
I believe our teachers and administrators could learn a lot from assisting each other in design development. I often hear or see young teachers dismiss advice or help given by a veteran teacher because the seasoned teachers are old and set in their ways. And I also see veteran teachers dismiss young teachers because they are new and lack experience. A new teacher may be full of unique ideas from college courses while seasoned teachers have techniques that have proven successful in the classroom. I think we all being valuable knowledge and perspective to the table. And we should embrace the opportunity to learn and teach from them.
In the context of chapter 22 process vs. product refers to how each individual valued their time in the professional world. The difference in approach corresponded with the country in which the university was located. The professionals working in Australian institutions valued the process or journey that was taken. These professionals were content with security and making the most out of each promotion. In contrast the American university professionals valued the product or final step on the ladder. These professionals had the ultimate goal and focus of making it to a full professor position.
I found it liberating to read that at all levels of higher education there is a desire to seek and help in improving for the sake of the overall faculty. At all the university positions there was a hunger to learn and teach in order to improve curriculum, student learning, and professor performance. It did not matter if an assistant was helping an associate or full professor or if an associate was learning from an assistant or full professor what mattered was that the faculty and students as a whole were benefiting from the sharing of design.
I believe our teachers and administrators could learn a lot from assisting each other in design development. I often hear or see young teachers dismiss advice or help given by a veteran teacher because the seasoned teachers are old and set in their ways. And I also see veteran teachers dismiss young teachers because they are new and lack experience. A new teacher may be full of unique ideas from college courses while seasoned teachers have techniques that have proven successful in the classroom. I think we all being valuable knowledge and perspective to the table. And we should embrace the opportunity to learn and teach from them.
Saturday, July 26, 2008
Resources Website
I intend to use this website as an at home resource for my students and their families. It contains educational materials, activities, and games to enhance and practice 1st grade academic objectives. Much of the information is in addition to what is learned at school and some is a duplicate of class exploration. This resources focuses on health, science, and social studies.
Use of a screencast
A group of screencasts I would produce for my first grade students to watch would demonstrate basic uses of the computer. The series of productions would include showing and explaining shutting down the computer, restarting the computer, opening a blank page for typing, and closing a page after typing.
Shutting down the computer would start by clicking on the start button at the bottom of the screen. Move the curser to shut down and click. In the box that pops up check that shut down is highlighted and click ok. The computer will shut down.
Restarting the computer would begin by clicking the start button at the bottom of the screen. Move the curser to shut down and click. In the box that pops up click on the arrow. A menu will drop down and click restart. Then click on ok. The computer will shut down and then turn back on
To open a blank page for typing, click on the start button at the bottom of the screen. Move the curser to programs; a menu will open on the side. Move curser over to the new menu to where it says Microsoft office. Another new menu will open, move the curser to the blue W symbol where it says Word and click. A black window will open ready for typing.
To close a page after typing click file at the to of the screen and a menu will drop down. Move the curser to the bottom of the menu where it says exit. Click on the word exit. A box will pop up asking if you want to save. The choices are yes, no, or cancel. In most cases we do not need to save so click on the word no. The page will close and the screen will return to the desktop.
The above tasks are technology objectives for our first grade students. In the past the teacher has demonstrated these to small groups. With screencasting a whole class demonstration along with small group or individual viewings can provide adequate knowledge to perform the task. Students are evaluated on how successful they complete each task.
Shutting down the computer would start by clicking on the start button at the bottom of the screen. Move the curser to shut down and click. In the box that pops up check that shut down is highlighted and click ok. The computer will shut down.
Restarting the computer would begin by clicking the start button at the bottom of the screen. Move the curser to shut down and click. In the box that pops up click on the arrow. A menu will drop down and click restart. Then click on ok. The computer will shut down and then turn back on
To open a blank page for typing, click on the start button at the bottom of the screen. Move the curser to programs; a menu will open on the side. Move curser over to the new menu to where it says Microsoft office. Another new menu will open, move the curser to the blue W symbol where it says Word and click. A black window will open ready for typing.
To close a page after typing click file at the to of the screen and a menu will drop down. Move the curser to the bottom of the menu where it says exit. Click on the word exit. A box will pop up asking if you want to save. The choices are yes, no, or cancel. In most cases we do not need to save so click on the word no. The page will close and the screen will return to the desktop.
The above tasks are technology objectives for our first grade students. In the past the teacher has demonstrated these to small groups. With screencasting a whole class demonstration along with small group or individual viewings can provide adequate knowledge to perform the task. Students are evaluated on how successful they complete each task.
Wednesday, July 23, 2008
Reflection / Discussion 9
Thus far I feel our tasks have been a challenge yet after spending time experiments the tools reveals their ease and potential. To improve school to home relations I see social bookmarking and blogging to be most beneficial. In the classroom I feel that Google maps and podcasting to be very advantageous. I have been surprised to discover how helpful and quick to respond my classmates have been. I have received timely replies and help. I have also tried to respond and be as helpful as possible to my classmates. I am very excited to have knowledge of all these tools, even if some may be hard to incorporate in to early elementary classrooms, I can share my experiences with my colleagues. The only frustrating concept has been where to find directions on how to link to my blog and where to link it either HTML or JavaScript. It gets easier each time I go through the progress. I know that I will incorporate social bookmarking and a class blog next year. I have already started gathering websites and ideas that support our academic objectives. I hope to incorporate making maps on Google and typing stories but it is hard to know what my students will be capable of accomplishing and what resources will be available. Education Technology is not the master’s degree I am working on but this course is very informational and interactive. The textbook provides a nice background base and the tasks are very relevant and feasible in the classroom.
Reflection / Discussion 8
I always thought that when a school or school district revamped the technology system either the whole system was redone or just a part that was not working. I never realized how many options were out there. Interventions focused on process or product, whole system or partial system, and just having to make the decision about what the school needs. No wonder changing technology is such a long and slow process. And when that amount of money is being spent no one wants to make the wrong choice.
There are many more people that should be involved than I had ever realized. At our school if technology needs to be changed it get done over the summer and when we come back for professional development in the fall the improvements are complete and we receive any additional training or explanation for the new year. Chapter 21 opened my eyes to how involved a teacher can and should be when transforming a school districts technology system. Otherwise it can be hard to get exited and support a system you did not give input about or did not help make successful.
There are many more people that should be involved than I had ever realized. At our school if technology needs to be changed it get done over the summer and when we come back for professional development in the fall the improvements are complete and we receive any additional training or explanation for the new year. Chapter 21 opened my eyes to how involved a teacher can and should be when transforming a school districts technology system. Otherwise it can be hard to get exited and support a system you did not give input about or did not help make successful.
Monday, July 21, 2008
Reflection / Discussion 7
I can happily say I understood and enjoyed reading Chapter 18. I really found most of the techniques in this chapter to be interesting and valuable in the classroom. The two most interesting to me were Information Technology and Globalization of Training. As I read these sections I found myself picturing situations in my classroom over the past two years. In that event I decided that I could have prompted better end results.
I found the Information Technology, about the designer who had only paper and pencil or a typewriter and then how much easier computers made the job, to be somewhat comical. The first image that came to mind was the one time before computers that I had to use my mom’s typewriter. It was the most frustrating and nerve-racking task I had ever done. Of course I was not familiar with the keyboard resulting in many mistakes. In my class I thought about all the assignment that are done with paper and pencil. Granted first graders need to practice handwriting and even the use of a pencil for some but using the computer for occassional writing assignments would motivate writers. It would also give them a small introduction to how assignment will be completed in later years.
Globalization of Training is a concept I usually keep in the back of my mind but this section prompted me to be more aware of my students’ backgrounds. Like most American classrooms I have a wide range of knowledge and experiences that come with my students. In general I understand the differences, such as my students from the city often do not know all the different farm animals and my rural students lack some knowledge about cities. What I had not considered was how they preferred to work, in groups or individually, that some colors could be offensive, or even how they interpret the numerical form of the date. I don’t know that I could ever accommodate all these preferences at one time but I found it to be something to think about even if it just causes me to take a moment for a little further explanation and understand if assignments are completed based on the student’s culture.
I found the Information Technology, about the designer who had only paper and pencil or a typewriter and then how much easier computers made the job, to be somewhat comical. The first image that came to mind was the one time before computers that I had to use my mom’s typewriter. It was the most frustrating and nerve-racking task I had ever done. Of course I was not familiar with the keyboard resulting in many mistakes. In my class I thought about all the assignment that are done with paper and pencil. Granted first graders need to practice handwriting and even the use of a pencil for some but using the computer for occassional writing assignments would motivate writers. It would also give them a small introduction to how assignment will be completed in later years.
Globalization of Training is a concept I usually keep in the back of my mind but this section prompted me to be more aware of my students’ backgrounds. Like most American classrooms I have a wide range of knowledge and experiences that come with my students. In general I understand the differences, such as my students from the city often do not know all the different farm animals and my rural students lack some knowledge about cities. What I had not considered was how they preferred to work, in groups or individually, that some colors could be offensive, or even how they interpret the numerical form of the date. I don’t know that I could ever accommodate all these preferences at one time but I found it to be something to think about even if it just causes me to take a moment for a little further explanation and understand if assignments are completed based on the student’s culture.
Friday, July 18, 2008
Google Map Activity
My unit on neighborhoods and communities includes a first grade social studies/art objective to illustrate their neighborhood. To receive credit I require students to identify their home and then at least two additional landmarks in their neighborhood. The landmarks can include but are not limited to businesses, houses, schools, or playgrounds.
Using My Google Maps students will have two options. First they may type in their address and simply add the landmarks. The second option is to draw from scratch their neighborhood and add the landmarks. In both options all landmarks must be labeled and at least two must have a shape change.
Students that are more advanced with a computer are encouraged to try option two.
View Larger Map
View Larger Map
Using My Google Maps students will have two options. First they may type in their address and simply add the landmarks. The second option is to draw from scratch their neighborhood and add the landmarks. In both options all landmarks must be labeled and at least two must have a shape change.
Students that are more advanced with a computer are encouraged to try option two.
View Larger Map
View Larger Map
Tuesday, July 15, 2008
Reflection / Discussion 6
I would say the school I work at uses some of these principles. Part of a teachers’ salary is based on performance and achievements. At the end of second marking period half of our objectives in each subject must be taught. If they are the teacher received half the possible yearly bonus. Then at the end of the year if 50% of students meet or exceed their target score on the standardized test the rest of the bonus is rewarded. If less that 50% of students meet or exceed their target score then a portion of the remaining bonus is earned. Although many of our teachers complain about this procedure, it forces them to be deliberate in their teaching. To help students we have a behavior policy using cards green, yellow, orange, and red. At the end of each day students earn money based on their behavior green earns $.10, yellow earns $.05, orange earns $.01, and red earns $0. Each Friday the students may shop with their fake money. I found this chapter to be over my head like I needed more basic information about technology. I felt like I was reading a foreign language.
Education Podcast with John Marrow is a program based around education in our nation. He interviews all professionals involved in US education. John Marrow’s latest interview was with a teacher in New Orleans, in a school system that is being built upon people in the Teach for America program.
Inside Michigan Education is exactly what it says. Interviews are conducted with professionals involved in Michigan education. The last interview was with the Director of Michigan School Testing Conference focusing on MEAP its positives and its negatives.
In education I think it would be valuable for older students to podcast local news and weather. It would be a great way to connect with other students around the country. Then as they advance options could be researched and discussed. I could get as advanced as a civilized debate over controversial issues. It would also be nice for younger students to listen to podcast by other students or teachers. They could be podcast on a subject area, a story, or a fun listening activity.
Reflection / Discussion 5
The Internet and the World Wide Web will have an impact on the presentation of instruction in elementary programs, higher education, and adult education. To what degree each will be influenced is hard for me to comprehend. My first grade students take a standardized test three times a year, all on the computers. I have colleagues working on master’s degrees at universities that are all online. When applying for a job many businesses sit you down at a computer to fill out the application. Then on the first day of work you spend most of the time watching, reading, and answering questions about safety and business policy on a computer system. When you stop and think about it there really isn’t much we do without technology. All around I think the major impact the Internet and web will have is that it will become more interactive and accessible for the learner and the instructor. This may, however, result in a less personal experience. A learner who relies on external reinforcement from the instructor may find that technology does not fulfill their needs.
Wednesday, July 9, 2008
Tuesday, July 8, 2008
Monday, July 7, 2008
Week 3 Reflection
I never knew there was such a thing as social book marking until this week. I see that it can be an endless resource, and not just for education. I would love to set up a del.icio.us account for my students and parents. It would contain kid friendly sites for education and fun. I would have sites that related to the content being covered in class. I would set up the tags for each week of school. So, all the links for content covered in the first week would be tagged week 1. It would also be great to have a school wide teacher and administrator account. Every time our principal receives information or notices regarding education he prints a copy for everyone in the building. Many teachers look at it and then it goes into the trash or gets lost under the piles of paperwork on our desks. If the principal could just tag it to the account we would save a lot of paper, it would be available at any time, and there would be less worry about it landing at the bottom of a pile. It is also a great place for teachers to share great websites. For example, we have revamped our social studies curriculum for next year. One of my colleagues had access to a great site with lesson plans designed around the new state objectives, so at the end of last year she came around to each teacher’s computer and bookmarked the site. It would have saved time and been very convenient if she could have just tagged it to a social book marking account.
The definition of instructional/educational technology seems to have advanced as much if not more that our technology itself. I did not realize that this field was so difficult to define, maybe that because I have never sat down and tried to create a definition for educational technology. I have always used technology to further or deepen the students’ learning. After reading chapter one of Trends and Issues I am beginning to wonder if that is the appropriate strategy to use. In an ideal setting I think the students should explore technology and then allow core subjects to be experienced through that technology. This ideal also brings us back to the age and funding hurdle. As I read this chapter a few questions came to mind. Were any educators involved in the creation of any of these definitions? Were any educators consulted on how they would define instructional/educational technology? If educators were not part of the definition I wonder how it would be different if they had given input?
Photo sharing would once again fit with my early elementary activity of show and tell. With older students it would be a great way to exchange pictures and practice writing captions. It could also be fun and educational to write a headline and news article based around a single picture. Using photo sharing with younger children, I would not have much concern other that they would need help from the teacher or a parent. The older the students the more concern I would have with content. Screening all pictures before publication is granted could also minimize this issue.
In my lesson planning I use technology to give my students a variety of tools to work with. I also use it as a way to touch on different learning styles. When I write lesson plans with technology I do not think of the characteristics listed in the book. I simply evaluate if my students will enjoy the activity and if it will teach, review, or reinforce a concept or idea. Now that I have read this chapter and learned about the characteristics I will definitely use them in all my future lesson planning.
The definition of instructional/educational technology seems to have advanced as much if not more that our technology itself. I did not realize that this field was so difficult to define, maybe that because I have never sat down and tried to create a definition for educational technology. I have always used technology to further or deepen the students’ learning. After reading chapter one of Trends and Issues I am beginning to wonder if that is the appropriate strategy to use. In an ideal setting I think the students should explore technology and then allow core subjects to be experienced through that technology. This ideal also brings us back to the age and funding hurdle. As I read this chapter a few questions came to mind. Were any educators involved in the creation of any of these definitions? Were any educators consulted on how they would define instructional/educational technology? If educators were not part of the definition I wonder how it would be different if they had given input?
Photo sharing would once again fit with my early elementary activity of show and tell. With older students it would be a great way to exchange pictures and practice writing captions. It could also be fun and educational to write a headline and news article based around a single picture. Using photo sharing with younger children, I would not have much concern other that they would need help from the teacher or a parent. The older the students the more concern I would have with content. Screening all pictures before publication is granted could also minimize this issue.
In my lesson planning I use technology to give my students a variety of tools to work with. I also use it as a way to touch on different learning styles. When I write lesson plans with technology I do not think of the characteristics listed in the book. I simply evaluate if my students will enjoy the activity and if it will teach, review, or reinforce a concept or idea. Now that I have read this chapter and learned about the characteristics I will definitely use them in all my future lesson planning.
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