How has the course been effective in broadening your perspective and skill set for managing technology for change?
This course and the OMET program have really broadened my perspective of the impacts of technology in today's world. I can honestly say that prior to OMET I never thought about using technology as an agent for learning. I always thought about using technology as a separate facet of learning. Now I feel confident that I can manage technology for change.
Many of the books that we read throughout the year helped me to understand the importance of technology and how it actually helps us to learn. In the book Everything Bad is Good for You, I learned of why reality television and soap operas are beneficial. They actually challenge the brain. The author also explains how different facets of kids shows are actually beneficial. Gaining a new perspective on these issues was very refreshing.
Our Tapped In meetings and discussion forums have enlightened me on how I can become a leader of educational technology and combining learning and technology into one concept. Thinking on a global scale and integrating my curriculum on a global level has empowered me to be a more powerful teacher.
Understanding that change is a big part of our education's future, and I can be a part of that change. Each of my OMET teachers, Bill, Gary, Margaret, Melissa, Paul and my cadreamates have all provided me with the knowledge that will help to build my next steps of technology integration in schools and learning.
Thank you all for this powerful tool!
Sunday, July 6, 2008
EDC 668--Blog 9 Week 7/7
What types of influence do I have in my current local and global communities? How can I expand that influence?
Local Community
In my local community I feel that I have a lot of influence. As an elementary classroom teacher I interact with 30-60 different students on a daily basis. There is much to be said that students look up to their teachers and love to emulate what the teachers do and believe.
Next year my plan is to develop a green classroom. I would love to have an environmentally safe classroom where the students recycle, use environmentally friendly materials, and are more aware of their impact and the role they play in keeping our planet healthy. In doing so, our kids will, most likely, share the message with their friends and family, who in turn will participate in creating a healthier planet.
Another way I can influence my local community is by voting. Through participating in local elections, I am giving someone the opportunity to represent my beliefs in making a difference in our community.
Global Community
Being an active participant in the online community is a start in being a part of a global community. Expressing my opinions and feelings in blogs that are accessible to all is the first step to my contributions. Creating a website and writing articles for the open source online dictionary Wikipedia is another contribution I have made to our global community.
Expanding my Influence
Continuously contributing my thoughts and reflections on my blog, website, and speaking with community and family members is one way to continue to drive change in the community and world.
Ghandi said it best:
You must be the change you wish to see in the world."
-- Mahatma Gandhi
Local Community
In my local community I feel that I have a lot of influence. As an elementary classroom teacher I interact with 30-60 different students on a daily basis. There is much to be said that students look up to their teachers and love to emulate what the teachers do and believe.
Next year my plan is to develop a green classroom. I would love to have an environmentally safe classroom where the students recycle, use environmentally friendly materials, and are more aware of their impact and the role they play in keeping our planet healthy. In doing so, our kids will, most likely, share the message with their friends and family, who in turn will participate in creating a healthier planet.
Another way I can influence my local community is by voting. Through participating in local elections, I am giving someone the opportunity to represent my beliefs in making a difference in our community.
Global Community
Being an active participant in the online community is a start in being a part of a global community. Expressing my opinions and feelings in blogs that are accessible to all is the first step to my contributions. Creating a website and writing articles for the open source online dictionary Wikipedia is another contribution I have made to our global community.
Expanding my Influence
Continuously contributing my thoughts and reflections on my blog, website, and speaking with community and family members is one way to continue to drive change in the community and world.
Ghandi said it best:
You must be the change you wish to see in the world."
-- Mahatma Gandhi
EDC 668--Blog 8 Week 6/30
From where does global change derive? How can we use global change to promote deeper learning across the globe?
I believe that global change derives from citizens that see a need for this change. After a need is developed, they help others to understand their views and jump on board for the cause. Ultimately though, global change is seen as benefiting most everyone on earth.
After much reflection, I feel that Al Gore is one of the people that has promoted a lot of global change throughout the past decade. He used his fame of being a vice president to show the effects of global warming. Through his efforts, he has helped to promote much knowledge about becoming a green citizen. Recently, more and more businesses throughout the world are joining his campaign to minimize global warming. There is even a cable channel, the Green Planet.
Through communication and technology global change can promote deeper learning across the globe. Joining forces with other nations and helping others understand the need to work together on a world level will help to initiate positive change.
I believe that global change derives from citizens that see a need for this change. After a need is developed, they help others to understand their views and jump on board for the cause. Ultimately though, global change is seen as benefiting most everyone on earth.
After much reflection, I feel that Al Gore is one of the people that has promoted a lot of global change throughout the past decade. He used his fame of being a vice president to show the effects of global warming. Through his efforts, he has helped to promote much knowledge about becoming a green citizen. Recently, more and more businesses throughout the world are joining his campaign to minimize global warming. There is even a cable channel, the Green Planet.
Through communication and technology global change can promote deeper learning across the globe. Joining forces with other nations and helping others understand the need to work together on a world level will help to initiate positive change.
EDC 668--Blog 7 Week 6/16
From where does personal and local change derive? How can we use change to promote deeper learning as individuals and in our local settings?
Daniel Yankelovich's article Ferment and Change: Higher Education in 2015 focuses on 5 trends higher education should consider in the next ten years. These trends help us to see how personal and local change derives.
The first trend Yankelovich writes of is: Changing life cycles as our nation's population ages. "The demographic facts are familiar, but quite dramatic: While life expectancy in the United States in 1900 was a mere 47 years, people in the 21st century are expected to live to be almost 90 a whopping extra 40 years of life. Hardly any facet of our existence will be unaffected by that sweeping change. "
With this fact in mind, it is important to note the job-mentality of today's youth.
"it is difficult for young people to make sound career-life choices without testing them in the "real world" of practical experience. Our culture provides ample opportunities to test choices -- what to buy, where to live, and even sexual-mating choices. But the long-established practice of sequencing education first and work later forces young people to make fateful life choices before they are equipped to do so, or worse, to postpone making them until it is too late."
Today's youth are our future and we need to understand their needs to help make personal and local change happen.
Personal change comes from within. According to http://www.worldtrans.org/TP/perschg.html
"Personal change happens through a journey of discovery. You need to find out more about yourself; how you do things, how you have been limiting your options, how you have created your current situation for yourself. Along the way you will find out a lot more about life and about how you can be in charge of your own. And you will find that you already have a lot of positive resources available to you."
Once a person acknowledges their need for change and has embarked on the journey of discovery, they can impact local change. Local change can be made through collaboration amongst many people. It is very difficult to initiate local change with one person.
Change can be made as a result of reflection and deeper understanding of oneself and their surroundings. Understanding this process can help you promote deeper learning.
Daniel Yankelovich's article Ferment and Change: Higher Education in 2015 focuses on 5 trends higher education should consider in the next ten years. These trends help us to see how personal and local change derives.
The first trend Yankelovich writes of is: Changing life cycles as our nation's population ages. "The demographic facts are familiar, but quite dramatic: While life expectancy in the United States in 1900 was a mere 47 years, people in the 21st century are expected to live to be almost 90 a whopping extra 40 years of life. Hardly any facet of our existence will be unaffected by that sweeping change. "
With this fact in mind, it is important to note the job-mentality of today's youth.
"it is difficult for young people to make sound career-life choices without testing them in the "real world" of practical experience. Our culture provides ample opportunities to test choices -- what to buy, where to live, and even sexual-mating choices. But the long-established practice of sequencing education first and work later forces young people to make fateful life choices before they are equipped to do so, or worse, to postpone making them until it is too late."
Today's youth are our future and we need to understand their needs to help make personal and local change happen.
Personal change comes from within. According to http://www.worldtrans.org/TP/perschg.html
"Personal change happens through a journey of discovery. You need to find out more about yourself; how you do things, how you have been limiting your options, how you have created your current situation for yourself. Along the way you will find out a lot more about life and about how you can be in charge of your own. And you will find that you already have a lot of positive resources available to you."
Once a person acknowledges their need for change and has embarked on the journey of discovery, they can impact local change. Local change can be made through collaboration amongst many people. It is very difficult to initiate local change with one person.
Change can be made as a result of reflection and deeper understanding of oneself and their surroundings. Understanding this process can help you promote deeper learning.
EDC 668--Blog 6
Reflection: How does globalization change the needs and demands on US, K12, higher education and corporate learning environments?
“Globalization is a process of tearing down barriers between nations. This, of course, includes free trade, but it also implies cultural, political and human exchange. A freer flow of goods and services is part of globalization…,” (Mejia-Vergnaud, 2004, pg. 67).
In my opinion, globalization is the key to creating a more knowledge amongst our entire world. Sharing knowledge sparks new ideas, which can in turn help all other areas of life.
US: Globalization changes the needs and the demands of the US greatly. It requires us to be sensitive to others cultures, religions, and the the impacts of these changes. Through globalization, the United States is taking interest in these countries matters no matter how challenging they may be (i.e. epidemics, natural disasters, diseases).
Others argue that globalization is impacting our economy. Many people feel that Americans are leaving the United States to work in other countries and in search of more economic freedom and more opportunities. As a result, our economy suffers.
K12 and Higher Education: Globalization would change the way schools run today. Students would participate in classes all around the world via the Internet. Teachers would also be able to teach a biology class to students in each of the seven continents. Globalization would allow students to experience and collaborate and interact with others of different cultures, economic statures, and governments. Ultimately, globalization would bring education to all students, no matter what economic background they come from.
Corporate Learning Environments: Globalization in the corporate environment is key to advancing new knowledge. Both the Tipping Point and Wikinomics state how efficient working globally will help the development of new medicines, and products. One company even offered to pay the person (outside of the company ) who came up with the latest "cure" for something.
In the end, I believe that globalization will generate more knowledge and be beneficial to all.
Mejia-Vergnaud, A. (2004). Effects of globalization [Electronic version]. Society
Abroad, 41, 66-70.
“Globalization is a process of tearing down barriers between nations. This, of course, includes free trade, but it also implies cultural, political and human exchange. A freer flow of goods and services is part of globalization…,” (Mejia-Vergnaud, 2004, pg. 67).
In my opinion, globalization is the key to creating a more knowledge amongst our entire world. Sharing knowledge sparks new ideas, which can in turn help all other areas of life.
US: Globalization changes the needs and the demands of the US greatly. It requires us to be sensitive to others cultures, religions, and the the impacts of these changes. Through globalization, the United States is taking interest in these countries matters no matter how challenging they may be (i.e. epidemics, natural disasters, diseases).
Others argue that globalization is impacting our economy. Many people feel that Americans are leaving the United States to work in other countries and in search of more economic freedom and more opportunities. As a result, our economy suffers.
K12 and Higher Education: Globalization would change the way schools run today. Students would participate in classes all around the world via the Internet. Teachers would also be able to teach a biology class to students in each of the seven continents. Globalization would allow students to experience and collaborate and interact with others of different cultures, economic statures, and governments. Ultimately, globalization would bring education to all students, no matter what economic background they come from.
Corporate Learning Environments: Globalization in the corporate environment is key to advancing new knowledge. Both the Tipping Point and Wikinomics state how efficient working globally will help the development of new medicines, and products. One company even offered to pay the person (outside of the company ) who came up with the latest "cure" for something.
In the end, I believe that globalization will generate more knowledge and be beneficial to all.
Mejia-Vergnaud, A. (2004). Effects of globalization [Electronic version]. Society
Abroad, 41, 66-70.
Tuesday, June 3, 2008
EDC 668--Blog 5
How do NCLB and the Spellings Commission affect change in the use of educational technology?
Both NCLB and the Spellings Commission promote change in elementary, secondary, and higher education institutions. These legislations require institutions to be held accountable for their performance while also narrowing educational gaps. Today, all elementary and secondary education institutions require schools to assess their students yearly. Through these assessments, the government can determine the needs at each school and if further training and funding is necessary to continue a quality education. As a result of the impacts of NCLB and the Spellings Commission, more and more schools will utilize educational technology to better their institution.
Educational Technology will continue to play a role in narrowing the educational gap amongst schools. Various forms of technology including the Internet and Computers will allow further training of teachers, and providing equitable training across the nation. Institutions will be able to utilize these technologies to collaborate with other schools.
Being that NCLB is directly tied to standards based teaching, standards based curriculum would be easily accessible for students to optimize their test scores. Such Internet based programs, like Study Island, allow for standards based practice, and adjust instruction levels based on need. More and more schools will be looking to help raise API and AYP scores. Many schools will see that technology will help them to do so!
Both NCLB and the Spellings Commission promote change in elementary, secondary, and higher education institutions. These legislations require institutions to be held accountable for their performance while also narrowing educational gaps. Today, all elementary and secondary education institutions require schools to assess their students yearly. Through these assessments, the government can determine the needs at each school and if further training and funding is necessary to continue a quality education. As a result of the impacts of NCLB and the Spellings Commission, more and more schools will utilize educational technology to better their institution.
Educational Technology will continue to play a role in narrowing the educational gap amongst schools. Various forms of technology including the Internet and Computers will allow further training of teachers, and providing equitable training across the nation. Institutions will be able to utilize these technologies to collaborate with other schools.
Being that NCLB is directly tied to standards based teaching, standards based curriculum would be easily accessible for students to optimize their test scores. Such Internet based programs, like Study Island, allow for standards based practice, and adjust instruction levels based on need. More and more schools will be looking to help raise API and AYP scores. Many schools will see that technology will help them to do so!
Monday, June 2, 2008
EDC 668-Blog 4
Where do you see technology & education developing next? How do you think the symbiotic relationship between the two will evolve over the next 10 years?
Within the past ten years technology has rapidly teemed with education in creating a revolution of change. At times, schools take advantage of technology and utilize its benefits to better enhance the classroom lessons. These lessons often prompt critical thinking, active learning, and collaboration amongst students. Students also utilize their experiences with using technology in the education setting, into the business world. Teachers do see the benefits that technology has to offer, though they lack the time, resources and training to integrate it within a lesson. The digital age is here to stay and it is important to help all teachers jump on the bandwagon of technology integration in education.
The book Next: the Future Just Happened (Lewis, 2001) is the perfect example of how the Internet has revolutionized the way people live. Two high school students used the Internet during off school hours to follow the stock market and bestow legal advice free of charge. These two examples illustrate the power of technology and the need to incorporate it within a classroom setting. Lewis depicts the successes of these two people and how it impacts not only themselves and businesses. With this said, it is important to note that technology is a key function in the way businesses run today.
Ten years from now, I believe that education will have a symbiotic relationship with technology. I hope that all classrooms will be fully equipped with the latest technological innovations that impact learning. It is my hope that more collaboration will be done online, in the hopes to teach business skills as well as computer skills. Students will take control of the new technological revolution in education. They will express a need to their teachers about how technology can transform our society for the better.
Within the past ten years technology has rapidly teemed with education in creating a revolution of change. At times, schools take advantage of technology and utilize its benefits to better enhance the classroom lessons. These lessons often prompt critical thinking, active learning, and collaboration amongst students. Students also utilize their experiences with using technology in the education setting, into the business world. Teachers do see the benefits that technology has to offer, though they lack the time, resources and training to integrate it within a lesson. The digital age is here to stay and it is important to help all teachers jump on the bandwagon of technology integration in education.
The book Next: the Future Just Happened (Lewis, 2001) is the perfect example of how the Internet has revolutionized the way people live. Two high school students used the Internet during off school hours to follow the stock market and bestow legal advice free of charge. These two examples illustrate the power of technology and the need to incorporate it within a classroom setting. Lewis depicts the successes of these two people and how it impacts not only themselves and businesses. With this said, it is important to note that technology is a key function in the way businesses run today.
Ten years from now, I believe that education will have a symbiotic relationship with technology. I hope that all classrooms will be fully equipped with the latest technological innovations that impact learning. It is my hope that more collaboration will be done online, in the hopes to teach business skills as well as computer skills. Students will take control of the new technological revolution in education. They will express a need to their teachers about how technology can transform our society for the better.
Monday, May 19, 2008
EDC 668--Blog 3
How can authentic learning tools improve student engagement and deepen learning? What does the apprenticeship model tell us about learning?
Authentic learning is the idea where you create an experience for a child to learn something. A teacher actually immerses the child into the subject, while minimally using a textbook. Oftentimes teachers try to create authentic learning experiences that a child will often prompt a child to further explore and discuss a topic, much more in-depthly than if the experience was not authentic. This process often leads to further inquiry from the student and allows the teacher to guide the students learning.
The apprenticeship model parallels authentic learning and is the idea that students learn through actively experiencing something. Actively using newly acquired knowledge is important because it is then committed to long term memory. Oftentimes newly learned material is easily forgotten because the learner has not had the opportunity to apply what he has learned. Hence, the apprenticeship model is very important in learning theory.
Authentic learning is the idea where you create an experience for a child to learn something. A teacher actually immerses the child into the subject, while minimally using a textbook. Oftentimes teachers try to create authentic learning experiences that a child will often prompt a child to further explore and discuss a topic, much more in-depthly than if the experience was not authentic. This process often leads to further inquiry from the student and allows the teacher to guide the students learning.
The apprenticeship model parallels authentic learning and is the idea that students learn through actively experiencing something. Actively using newly acquired knowledge is important because it is then committed to long term memory. Oftentimes newly learned material is easily forgotten because the learner has not had the opportunity to apply what he has learned. Hence, the apprenticeship model is very important in learning theory.
Sunday, May 18, 2008
EDC 668--Blog 2
Why do educational organizations choose to employ portfolios? What value does the use of rubrics in evaluating activities and portfolios bring? How can peer review affect learning progress and growth?
Educational institutions are not the only organizations that use portfolios to showcase work. Models and artists use portfolios to show potential employers their accomplishments, their capabilities, their particular growth within the industry, and what they have to offer their future employer. A portfolio not only shows off an artist's or model's best work, but work throughout their careers. It is also important for employers to see the potential of their employee.
An educational portfolio is quite similar to that of a model or artist. Educators employ portfolios as a means showcases the work of a student over period of time. These portfolios contain pieces of work from throughout the school year that usually show a student's growth. Oftentimes portfolios are used as a means for a child to reflect upon the work that is done. A student will then have a more thorough picture of their growth within a subject over a particular time period.
According to Dr. Helen C. Barrett's article "The Research on Portfolios in Education" portfolios are often a means of assessment. http://electronicportfolios.com/ALI/research.html
"In their synthesis of "Portfolio Research: A Slim Collection," Herman and Winters (1994) note the following:
Well-designed portfolios represent important, contextualized learning that requires complex thinking and expressive skills. Traditional tests have been criticized as being insensitive to local curriculum and instruction, and assessing not only student achievement but aptitude. Portfolios are being heralded as vehicles that provide a more equitable and sensitive portrait of what students know and are able to do. Portfolios encourage teachers and schools to focus on important student outcomes, provide parents and the community with credible evidence of student achievement, and inform policy and practice at every level of the educational system. (Educational Leadership, October 1994, pp. 48-55)
Rubrics are a great way to assess learning and give students an understanding of how they will be graded prior to completion, whereas tests can be a hit or miss. Rubrics also give the instructor an idea to which degree a student has mastered a concept and allows a child to present these concepts in a variety of ways. Howard Gardner is a known researcher of learning and says that there are 8 different ways students learn. It is important to hone in on the skills that students have a strength in and allow students to learn through these new lenses.
Peer review is method by which a person's peers scrutinize the work that you have done. I feel that peer review is a very practical way to learn. It is important to get insight from the "equivalents" within your industry or field. As a student, and a teacher, I feel that I often learn a lot more from my peers. They often give me insight into something that I would not have thought of. To me, peer review is more of a less threatening atmosphere, than that of a review of experts.
Educational institutions are not the only organizations that use portfolios to showcase work. Models and artists use portfolios to show potential employers their accomplishments, their capabilities, their particular growth within the industry, and what they have to offer their future employer. A portfolio not only shows off an artist's or model's best work, but work throughout their careers. It is also important for employers to see the potential of their employee.
An educational portfolio is quite similar to that of a model or artist. Educators employ portfolios as a means showcases the work of a student over period of time. These portfolios contain pieces of work from throughout the school year that usually show a student's growth. Oftentimes portfolios are used as a means for a child to reflect upon the work that is done. A student will then have a more thorough picture of their growth within a subject over a particular time period.
According to Dr. Helen C. Barrett's article "The Research on Portfolios in Education" portfolios are often a means of assessment. http://electronicportfolios.com/ALI/research.html
"In their synthesis of "Portfolio Research: A Slim Collection," Herman and Winters (1994) note the following:
Well-designed portfolios represent important, contextualized learning that requires complex thinking and expressive skills. Traditional tests have been criticized as being insensitive to local curriculum and instruction, and assessing not only student achievement but aptitude. Portfolios are being heralded as vehicles that provide a more equitable and sensitive portrait of what students know and are able to do. Portfolios encourage teachers and schools to focus on important student outcomes, provide parents and the community with credible evidence of student achievement, and inform policy and practice at every level of the educational system. (Educational Leadership, October 1994, pp. 48-55)
Rubrics are a great way to assess learning and give students an understanding of how they will be graded prior to completion, whereas tests can be a hit or miss. Rubrics also give the instructor an idea to which degree a student has mastered a concept and allows a child to present these concepts in a variety of ways. Howard Gardner is a known researcher of learning and says that there are 8 different ways students learn. It is important to hone in on the skills that students have a strength in and allow students to learn through these new lenses.
Peer review is method by which a person's peers scrutinize the work that you have done. I feel that peer review is a very practical way to learn. It is important to get insight from the "equivalents" within your industry or field. As a student, and a teacher, I feel that I often learn a lot more from my peers. They often give me insight into something that I would not have thought of. To me, peer review is more of a less threatening atmosphere, than that of a review of experts.
Monday, May 12, 2008
Reflection 1: EDC 668
Melissa asks: What is the role of an electronic portfolio in my ongoing academic and professional career in educational technology?
Electronic portfolios are being used now more than ever to show growth and knowledge in a variety of areas. According to http://www.eduscapes.com/tap/topic82.htm:
"Electronic Portfolios are a creative means of organizing, summarizing, and sharing artifacts, information, and ideas about teaching and/or learning, along with personal and professional growth. The reflective process of portfolio development can be as important as the final product. In many cases, they are used as part of faculty and student evaluation along with other assessment tools such as standardized tests. A portfolio is a sampling of the breadth and depth of a person's work conveying the range of abilities, attitudes, experiences, and achievements."
I am very happy to be creating an electronic portfolio for my last semester in the Educational Technology Program at Pepperdine. This portfolio will showcase my talents and capabilities within technology, as well as my growth over the year. I personally feel that this portfolio will serve as a basis for the next step in my career and show potential employers the full picture of myself. Not only will the portfolio, show my dedication, commitment, and expertise, but my character as well. This portfolio will give anyone that views it, a well-rounded picture of me!
Electronic portfolios are being used now more than ever to show growth and knowledge in a variety of areas. According to http://www.eduscapes.com/tap/topic82.htm:
"Electronic Portfolios are a creative means of organizing, summarizing, and sharing artifacts, information, and ideas about teaching and/or learning, along with personal and professional growth. The reflective process of portfolio development can be as important as the final product. In many cases, they are used as part of faculty and student evaluation along with other assessment tools such as standardized tests. A portfolio is a sampling of the breadth and depth of a person's work conveying the range of abilities, attitudes, experiences, and achievements."
I am very happy to be creating an electronic portfolio for my last semester in the Educational Technology Program at Pepperdine. This portfolio will showcase my talents and capabilities within technology, as well as my growth over the year. I personally feel that this portfolio will serve as a basis for the next step in my career and show potential employers the full picture of myself. Not only will the portfolio, show my dedication, commitment, and expertise, but my character as well. This portfolio will give anyone that views it, a well-rounded picture of me!
Wednesday, May 7, 2008
Digital Native vs. Digital Immigrant vs. Digital Progressive?
Through the course of my action research project and in setting up the technology club, I have noticed something completly different about the avenue today's new generation's (our kids) approach technology. Digital Immigrants and Digital Natives are the current buzzwords for technology knowledge and usage today, but what do we term today's students.
Digital Immigrants are people that were not born into technology, merely saw it evolve before their eyes. As Marc Prensky states: Digital immigrants learn to adapt to their environment (various technolgical mediums), like most immigrants to a new country need to adapt to their surroundings. Adapting to these new technolgoies can be challenging, as many immigrants tend to be hesitant and resistant to the new change and ease of life that technolgoy brings. Oftentimes Digital Immigrants are reluctant to change their ways for fear that the technolgy will fail them. One such example is using email. Oftentimes Digital Immigrants feel it is important that even when they use technology, like sending an email, they should phone the reciever to make sure that the email was received. Digital Immigrants can become Digital Natives as their comfort level and technolgy use broadens.
Digital Natives, on the contrary, view technology as a natural part life. In other words, they cannot live without it. Digital Natives have grown up with the technologies and feel very comfortable incorporating them within their daily lives. Digital Natives also rely on technology to make their lives easier. Marc Prensky, the person who coined the term Digital Native, states "kids born into any new culture, learn the new language easily, and forcefully resist using the old." While there are two contrasting sides, it is important that Digital Immigrants understand that there is no turning back when it comes to technology.
My generation (the twenty-somethings) feels very comfortable being Digtal Natives. We have grwon up with all of the latest gadgets and found means to master new technologies. We continue to troubleshoot problems and look for answers to help make the technology work with our lives. We are now able to survive in today's society and are even stepping up the ladder in the business sector fasterand even surpassing the Digital Immigrants. Today's Natives are more apt to work collectively within their business sectors, rather than work individualistically.
As a new generation enters the technological revolution, my colleague and I have observed that there is already a change in their beliefs about technology. This generation was born into technology and understands how technolgoy is "supposed to work." As part of my action research project, I am working with students in a technology club. These studnets are given learning adventures and they have to "solve" the problems on their own. The are to troubleshoot and work with peers, and ask the experts (the teachers) if as a last resort. Through my observations, many of the students get frustrated when the cannot solve a problem right away. They don't go and search through the "HELP" section and they do not embark on the trial and error methodology. They merely come to me and ask for help. My colleague and I have been struggling to coin a new phrase. What do we call the next generation of kids that knows how the computer should work for ease of use, yet the computer is not capable of meeting those nees yet (ex. drag and drop technique). After discussing this observation with my colleague, she termed it "Digital Progressives" The kids seen how the computer "should" work, yet is not capbable of meeting the needs just yet!
Digital Natives are people that
Digital Immigrants are people that were not born into technology, merely saw it evolve before their eyes. As Marc Prensky states: Digital immigrants learn to adapt to their environment (various technolgical mediums), like most immigrants to a new country need to adapt to their surroundings. Adapting to these new technolgoies can be challenging, as many immigrants tend to be hesitant and resistant to the new change and ease of life that technolgoy brings. Oftentimes Digital Immigrants are reluctant to change their ways for fear that the technolgy will fail them. One such example is using email. Oftentimes Digital Immigrants feel it is important that even when they use technology, like sending an email, they should phone the reciever to make sure that the email was received. Digital Immigrants can become Digital Natives as their comfort level and technolgy use broadens.
Digital Natives, on the contrary, view technology as a natural part life. In other words, they cannot live without it. Digital Natives have grown up with the technologies and feel very comfortable incorporating them within their daily lives. Digital Natives also rely on technology to make their lives easier. Marc Prensky, the person who coined the term Digital Native, states "kids born into any new culture, learn the new language easily, and forcefully resist using the old." While there are two contrasting sides, it is important that Digital Immigrants understand that there is no turning back when it comes to technology.
My generation (the twenty-somethings) feels very comfortable being Digtal Natives. We have grwon up with all of the latest gadgets and found means to master new technologies. We continue to troubleshoot problems and look for answers to help make the technology work with our lives. We are now able to survive in today's society and are even stepping up the ladder in the business sector fasterand even surpassing the Digital Immigrants. Today's Natives are more apt to work collectively within their business sectors, rather than work individualistically.
As a new generation enters the technological revolution, my colleague and I have observed that there is already a change in their beliefs about technology. This generation was born into technology and understands how technolgoy is "supposed to work." As part of my action research project, I am working with students in a technology club. These studnets are given learning adventures and they have to "solve" the problems on their own. The are to troubleshoot and work with peers, and ask the experts (the teachers) if as a last resort. Through my observations, many of the students get frustrated when the cannot solve a problem right away. They don't go and search through the "HELP" section and they do not embark on the trial and error methodology. They merely come to me and ask for help. My colleague and I have been struggling to coin a new phrase. What do we call the next generation of kids that knows how the computer should work for ease of use, yet the computer is not capable of meeting those nees yet (ex. drag and drop technique). After discussing this observation with my colleague, she termed it "Digital Progressives" The kids seen how the computer "should" work, yet is not capbable of meeting the needs just yet!
Digital Natives are people that
Monday, April 14, 2008
EDC 665--Blog 11
What theory, discussion and/or application from this course most impacts your ongoing action research project?
After much thought, I feel that the most important concept taught from this course that most impacts my ongoing action research project is the integration of Backwards Design and establishing Essential Questions. Each of these concepts has helped me to further understand the lesson planning process, while also effectively implementing lessons.
Backwards Design is a lesson planning concept in which you design the lesson from the end. You focus on the end result or target of your lesson, and create your lesson(s) around that focus. Most of these "end results" are formed by the State Content Standards. I used the Backwards Design motif with the creation of my technology club. I created my technology club around the idea that students would learn new technological equipment and using it will create a brochure and video highlighting the important places for kids in our valley. Each lesson was then designed around achieving the big goal of the brochure and video.
Establishing Essential Questions was another one of the targets for my technology club! An essential question is a question that "lies at the heart of a subject or a curriculum, and promotes inquiry of a subject" (Wiggins & McTighe, 342). Each of my lessons is developed around an essential question in which the students partake in learning adventures to solve. They use all of the available technologies to them to complete each mission.
After much thought, I feel that the most important concept taught from this course that most impacts my ongoing action research project is the integration of Backwards Design and establishing Essential Questions. Each of these concepts has helped me to further understand the lesson planning process, while also effectively implementing lessons.
Backwards Design is a lesson planning concept in which you design the lesson from the end. You focus on the end result or target of your lesson, and create your lesson(s) around that focus. Most of these "end results" are formed by the State Content Standards. I used the Backwards Design motif with the creation of my technology club. I created my technology club around the idea that students would learn new technological equipment and using it will create a brochure and video highlighting the important places for kids in our valley. Each lesson was then designed around achieving the big goal of the brochure and video.
Establishing Essential Questions was another one of the targets for my technology club! An essential question is a question that "lies at the heart of a subject or a curriculum, and promotes inquiry of a subject" (Wiggins & McTighe, 342). Each of my lessons is developed around an essential question in which the students partake in learning adventures to solve. They use all of the available technologies to them to complete each mission.
EDC 665--Blog 10
In your current professional environment, how are educational experiences or programs assessed? Is the evidence collected from the assessment used to inform change? Why or why not do you think this occurs?
In my current professional environment, educational programs and experiences are assessed on a variety of levels, depending upon the program.
*In-services: At the end of any staff development meeting, we fill our a form that asks reflective questions like What did you learn today? What are you able to take away for your classroom? What additional ideas/materials do you need? and What is your overall experience? I really like this approach because it gives the district and the presenter immediate feedback on the presentation.
In some ways, I feel this assessment is used to inform change, but(I feel) many voices and concerns do need to be addressed with this form in order for any specific change to happen.
*GATE program: Our district sends out a questionare to all GATE teachers, parents, and students regarding their impact of the GATE program. The GATE teachers fill out a survey on what the participation methods were used in the class. Surveys are a great way to get feedback on programs and having all parties involved complete the survey will give the trainers a more specific approach to the strong areas of the program, as well as the areas that there is room for improvement!
*ZOOM intervention program--our school's intervention program, entitled ZOOM is a newer program at our school, and is currently in its second year. ZOOM is an intervention program that all students receive for 30 minutes three days a week. It is a time of homogeneous grouping so that teachers can target specific needs of students. The GATE students are challenged, while the Lower students are put in smaller groups for instruction. This school wide program is still in the works of perfection, and is assessed in a variety of ways. First, the program is assessed by our thematic unit test scores. Teachers have noticed increased unit test scores within their own class and improvement of skills. There has been verbal assessment through the administration as well! While the program has the potential to do quite well, I think a more structured form of assessment will help even further target the ultimate goals of the program. Many teachers are still overwhelmed as to what they are specifically to teach.
In my current professional environment, educational programs and experiences are assessed on a variety of levels, depending upon the program.
*In-services: At the end of any staff development meeting, we fill our a form that asks reflective questions like What did you learn today? What are you able to take away for your classroom? What additional ideas/materials do you need? and What is your overall experience? I really like this approach because it gives the district and the presenter immediate feedback on the presentation.
In some ways, I feel this assessment is used to inform change, but(I feel) many voices and concerns do need to be addressed with this form in order for any specific change to happen.
*GATE program: Our district sends out a questionare to all GATE teachers, parents, and students regarding their impact of the GATE program. The GATE teachers fill out a survey on what the participation methods were used in the class. Surveys are a great way to get feedback on programs and having all parties involved complete the survey will give the trainers a more specific approach to the strong areas of the program, as well as the areas that there is room for improvement!
*ZOOM intervention program--our school's intervention program, entitled ZOOM is a newer program at our school, and is currently in its second year. ZOOM is an intervention program that all students receive for 30 minutes three days a week. It is a time of homogeneous grouping so that teachers can target specific needs of students. The GATE students are challenged, while the Lower students are put in smaller groups for instruction. This school wide program is still in the works of perfection, and is assessed in a variety of ways. First, the program is assessed by our thematic unit test scores. Teachers have noticed increased unit test scores within their own class and improvement of skills. There has been verbal assessment through the administration as well! While the program has the potential to do quite well, I think a more structured form of assessment will help even further target the ultimate goals of the program. Many teachers are still overwhelmed as to what they are specifically to teach.
Monday, March 31, 2008
Going to Sixth
Well, we got our grade assignments for next year, and I will be moving up to sixth grade. It is bittersweet for me because I love the fourth grade curriculum and age of the kids, but I will get to work with teachers I have not worked with before and my Mentor, Laureen.
This year I had some challenges with my team, in the sense of how they worked. I always felt that the teachers were very individualistic and I found it very challenging to utilize all of our talents to plan some good lesson plans. I think part of the problem is that our team is made of 5 teachers, all with different personalities and different work types. I feel that the combination of teachers was very laid back, but then they would carry this laid-backness into our team meetings. They would do well individually as a teacher, but lacked the team working abilities.
So sixth, I am excited to bring in more technology and tie it into the curriculum. I am also ecstatic that I will be able to work with some students for the third time. Although I am just completing my fourth year, I will be teaching my third grade level within my short time as a teacher. I know next year will be challenging, but I am excited to have a team.
This year I had some challenges with my team, in the sense of how they worked. I always felt that the teachers were very individualistic and I found it very challenging to utilize all of our talents to plan some good lesson plans. I think part of the problem is that our team is made of 5 teachers, all with different personalities and different work types. I feel that the combination of teachers was very laid back, but then they would carry this laid-backness into our team meetings. They would do well individually as a teacher, but lacked the team working abilities.
So sixth, I am excited to bring in more technology and tie it into the curriculum. I am also ecstatic that I will be able to work with some students for the third time. Although I am just completing my fourth year, I will be teaching my third grade level within my short time as a teacher. I know next year will be challenging, but I am excited to have a team.
Sunday, March 16, 2008
Wii not We
Nintendo did it right! Last week, I made a purchase that I hope will make me a healthier and fitter woman. No, it was not plastic surgery or liposuction, it was getting the Wii.
Last Sunday as I sat eating breakfast and I read the newspaper, I noticed that Best Buy had the Wii gaming system in stock. Knowing that it was going to sell out quickly I jumped in my car and got to the store as early as I could, so I could be one of the lucky people to get my hands on the Wii. When I got to Best Buy, there was already a line of approximately 20 people for the Wii. I was able to get my hand on a coupon that ensured me a Wii system (there were only 3 coupons left when I got there. Phew!
As I stood in line, I realized that many of the people purchasing these systems were adults, not kids. As I stood there speaking with a few of the Wii enthusiasts, I learned that they were purchasing this system for themselves. As I spoke with them more, they were purchasing this system because of its interactivity. This gaming system got you off of your behind and made you move your body, in other words, exert energy.
In all honesty, that is why I purchased the Wii. I wanted something that I could work out with while having fun! Nintendo's Wii system does just that. With the Wii system, I also purchased DDR (Dance Dance Revolution). This is a game that requires you to move both your feet and your arms while stepping on a pad and dancing to the music. I can set it to workout mode and program a certain amount of calories. As you work out, you know how much you have burned and how many calories you need to go!
Traditional gaming systems have you sit on your bum and push buttons. This one has you become the characters in the games and work out. This is my second gaming system. I grew up with the original Nintendo, and have never been motivated to purchase another one until now. I am happy that Nintendo has come a long way and made their gaming system a "healthier" one!
Last Sunday as I sat eating breakfast and I read the newspaper, I noticed that Best Buy had the Wii gaming system in stock. Knowing that it was going to sell out quickly I jumped in my car and got to the store as early as I could, so I could be one of the lucky people to get my hands on the Wii. When I got to Best Buy, there was already a line of approximately 20 people for the Wii. I was able to get my hand on a coupon that ensured me a Wii system (there were only 3 coupons left when I got there. Phew!
As I stood in line, I realized that many of the people purchasing these systems were adults, not kids. As I stood there speaking with a few of the Wii enthusiasts, I learned that they were purchasing this system for themselves. As I spoke with them more, they were purchasing this system because of its interactivity. This gaming system got you off of your behind and made you move your body, in other words, exert energy.
In all honesty, that is why I purchased the Wii. I wanted something that I could work out with while having fun! Nintendo's Wii system does just that. With the Wii system, I also purchased DDR (Dance Dance Revolution). This is a game that requires you to move both your feet and your arms while stepping on a pad and dancing to the music. I can set it to workout mode and program a certain amount of calories. As you work out, you know how much you have burned and how many calories you need to go!
Traditional gaming systems have you sit on your bum and push buttons. This one has you become the characters in the games and work out. This is my second gaming system. I grew up with the original Nintendo, and have never been motivated to purchase another one until now. I am happy that Nintendo has come a long way and made their gaming system a "healthier" one!
EDC 665--Blog 9
Melissa asks: "From your experience in OMET thus far, what design practice has resonated with you the most? Why?
From my experiences in OMET thus far, two different design practices have really been effective in my learning, the first being learning adventures and the second being group learning.
Embarking on learning adventures was a very challenging concept for me, but it taught me the most! Learning adventures are tasks given to you and you complete the assignments by doing research and using prior knowledge to figure out the answer. Gary Stager's class was primarily centered around learning adventures. About every week or two, we would have a new task and question to answer. These tasks always centered around a certain concept and then an activity was performed.
I use learning adventures in both my technology club and my class. At each tech club meeting, my students are presented with a mission of what they need to accomplish. They are to use their prior knowledge and tools given to them to complete the task. I have found this to be very effective because all of my students are engaged while also learning new technology concepts. In my own particular classroom, I have used learning missions as a part of my curriculum. In science, we are studying rocks and minerals. While all students have read and learned about Moh's hardness Scale, they have not applied this learning. I designed a mission of giving them Moh's Hardness kits and using their knowledge to place the minerals in their correct places by conducting the tests of hardness, streak, and luster. Students also work in groups while completing this task.
Working in groups has also been an effective way of learning for me. I have found that when working in groups I learn from others who have given me input or who have more knowledge on a particular subject. I have been able to provide feedback to others about things I am more knowledgable of. We have been grouped in a variety of ways for our program, and have also had different tasks while working within the groups. It has been nice to know that I can trust my partners to carry their weight in group projects. Knowing that we have all come here for a common purpose of learning has been great! From previous group experiences (outside of OMET) I have been the one to carry most of the weight and completing the projects on my own. For once, I can see the benefit of working with others in an educational setting, I am learning from others in this way and I am helping them out in return.
From my experiences in OMET thus far, two different design practices have really been effective in my learning, the first being learning adventures and the second being group learning.
Embarking on learning adventures was a very challenging concept for me, but it taught me the most! Learning adventures are tasks given to you and you complete the assignments by doing research and using prior knowledge to figure out the answer. Gary Stager's class was primarily centered around learning adventures. About every week or two, we would have a new task and question to answer. These tasks always centered around a certain concept and then an activity was performed.
I use learning adventures in both my technology club and my class. At each tech club meeting, my students are presented with a mission of what they need to accomplish. They are to use their prior knowledge and tools given to them to complete the task. I have found this to be very effective because all of my students are engaged while also learning new technology concepts. In my own particular classroom, I have used learning missions as a part of my curriculum. In science, we are studying rocks and minerals. While all students have read and learned about Moh's hardness Scale, they have not applied this learning. I designed a mission of giving them Moh's Hardness kits and using their knowledge to place the minerals in their correct places by conducting the tests of hardness, streak, and luster. Students also work in groups while completing this task.
Working in groups has also been an effective way of learning for me. I have found that when working in groups I learn from others who have given me input or who have more knowledge on a particular subject. I have been able to provide feedback to others about things I am more knowledgable of. We have been grouped in a variety of ways for our program, and have also had different tasks while working within the groups. It has been nice to know that I can trust my partners to carry their weight in group projects. Knowing that we have all come here for a common purpose of learning has been great! From previous group experiences (outside of OMET) I have been the one to carry most of the weight and completing the projects on my own. For once, I can see the benefit of working with others in an educational setting, I am learning from others in this way and I am helping them out in return.
Saturday, March 15, 2008
EDC 665--Blog 8
Melissa asks: "In your ARP are your learners engaged in their learning? Why or Why not?"
According to dictionary.com engagement is defined as "to be busy or involved in." Being engaged in any learning activity is important because the student will understand the full meaning of the concept being taught. Students being engaged in the learning process will not only be able to actively guide their learning, and work collaboratively to solve technology missions.
Each class period is designed around a mission my students need to complete with teammates. The missions are student-centered and are discovery based, meaning that the students work together to learn the central concept for the day.
During the second meeting the students had a mission to work as a team (groups of 2-3) and operate a camera/video camera and perform various tasks. These tasks included deleting pictures/footage, zooming in and out, and using some other functions like taking pictures in black and white or sepia toned. Upon taking pictures and filming, the students needed to connect and watch their footage on a television and a computer. Very minimal instruction was done for these components, but an "expert" (the teacher) was always available if questions arose.
Over the course of the next few technology club meetings, the kids will be creating and designing their own videos and brochures of pictures they have taken throughout our city. It is my hopes that my students continue to learn through discovery. As the concepts have gotten harder, I can sense some frustration and I might need to have a mini-lesson on a particular concept, so they did not get discouraged.
In the end, I feel that my students have really been engaged in what they are working on in the technology club. I have a consistent turn out of club members and each meeting they come prepared to be challenged. My students love these challenges and are learning more about how these various technologies work, while having fun! I have had confirmation that my students are engaged when they tell their actual teachers what they have learned and show enthusiasm when doing so!
According to dictionary.com engagement is defined as "to be busy or involved in." Being engaged in any learning activity is important because the student will understand the full meaning of the concept being taught. Students being engaged in the learning process will not only be able to actively guide their learning, and work collaboratively to solve technology missions.
Each class period is designed around a mission my students need to complete with teammates. The missions are student-centered and are discovery based, meaning that the students work together to learn the central concept for the day.
During the second meeting the students had a mission to work as a team (groups of 2-3) and operate a camera/video camera and perform various tasks. These tasks included deleting pictures/footage, zooming in and out, and using some other functions like taking pictures in black and white or sepia toned. Upon taking pictures and filming, the students needed to connect and watch their footage on a television and a computer. Very minimal instruction was done for these components, but an "expert" (the teacher) was always available if questions arose.
Over the course of the next few technology club meetings, the kids will be creating and designing their own videos and brochures of pictures they have taken throughout our city. It is my hopes that my students continue to learn through discovery. As the concepts have gotten harder, I can sense some frustration and I might need to have a mini-lesson on a particular concept, so they did not get discouraged.
In the end, I feel that my students have really been engaged in what they are working on in the technology club. I have a consistent turn out of club members and each meeting they come prepared to be challenged. My students love these challenges and are learning more about how these various technologies work, while having fun! I have had confirmation that my students are engaged when they tell their actual teachers what they have learned and show enthusiasm when doing so!
Thursday, March 13, 2008
EDC 665--Blog 7
Melissa asks: "For your ARP, how did you select the technologies that you are utilizing? How have your learners responded thus far?"
My Action Research Project focuses on the development of a technology club and various learning components that are involved with the process. I created this technology club for fourth, fifth, and sixth grade students because I felt there was a lack of technology integration in the elementary curriculum. I wanted my students to learn various technological mediums, so that they can use their new knowledge within their classroom and homework assignments. My hope is also that they will train other students in utilizing the technology.
There following are the technological components that I am incorporating within my club:
1. Digital Cameras
2. Video Cameras
3. Video Editing Software
4. Creating a Brochure using Microsoft's Publisher
5. a Website
My goal is to utilize all of these mediums to create a brochure, video, and website illustrating fun and kid friendly places to go in the Santa Clarita Valley. My decision to include various mediums is such that I want my students to be well rounded in their exposure to technology. I firmly believe that my students will have much exposure and will feel more comfortable in pursuing the technological mediums further.
My students have had 3 one hour sessions of using the Digital Cameras, Video Cameras and Video Editing software, and the cease to amaze me. The first time we used the the equipment, I felt that my students would need two entirely different class meetings (1 to learn the digital camera, and one to learn the video camera, but I was surprised when they were able to complete their missions within one meeting.
My club is designed in missions (or mini learning adventures :) ) Each meeting the kids receive a mission that they needed to accomplish. The first and second mission had various tasks that they students needed to complete using the digital and video cameras. The tasks ranged from deleting footage, using various camera functions like zoom and color, as well as hooking and viewing the footage on both a television and computer. This first and second missions were completed by within 1 hour.
The next mission was to shoot video footage of the school and create a video highlighting various important places around our school. This was a two day mission because the students needed to prepare for their filming, shoot, and edit their footage. The preparation of shooting and the actual filming was easy for all students. The challenge came when the students had to edit the video. We ran into some roadblocks with the video footage from the digital cameras, but this also taught students that sometimes you run into difficulties using technology.
So, how did I select the various pieces of technology for this club? Well, I wanted students to have the opportunity to use technologies that they might not use at home or in the classroom, or have little experience in using. Also, knowing that my broader goal was to create awareness of fun and kid friendly places in our town, I had to choose technologies that would meet this goal.
Ultimately, my goal of this club is to utilize technology as a tool and not merely just teaching them how to use it. My hopes are for these students to identify with this concept. Time will tell.
My Action Research Project focuses on the development of a technology club and various learning components that are involved with the process. I created this technology club for fourth, fifth, and sixth grade students because I felt there was a lack of technology integration in the elementary curriculum. I wanted my students to learn various technological mediums, so that they can use their new knowledge within their classroom and homework assignments. My hope is also that they will train other students in utilizing the technology.
There following are the technological components that I am incorporating within my club:
1. Digital Cameras
2. Video Cameras
3. Video Editing Software
4. Creating a Brochure using Microsoft's Publisher
5. a Website
My goal is to utilize all of these mediums to create a brochure, video, and website illustrating fun and kid friendly places to go in the Santa Clarita Valley. My decision to include various mediums is such that I want my students to be well rounded in their exposure to technology. I firmly believe that my students will have much exposure and will feel more comfortable in pursuing the technological mediums further.
My students have had 3 one hour sessions of using the Digital Cameras, Video Cameras and Video Editing software, and the cease to amaze me. The first time we used the the equipment, I felt that my students would need two entirely different class meetings (1 to learn the digital camera, and one to learn the video camera, but I was surprised when they were able to complete their missions within one meeting.
My club is designed in missions (or mini learning adventures :) ) Each meeting the kids receive a mission that they needed to accomplish. The first and second mission had various tasks that they students needed to complete using the digital and video cameras. The tasks ranged from deleting footage, using various camera functions like zoom and color, as well as hooking and viewing the footage on both a television and computer. This first and second missions were completed by within 1 hour.
The next mission was to shoot video footage of the school and create a video highlighting various important places around our school. This was a two day mission because the students needed to prepare for their filming, shoot, and edit their footage. The preparation of shooting and the actual filming was easy for all students. The challenge came when the students had to edit the video. We ran into some roadblocks with the video footage from the digital cameras, but this also taught students that sometimes you run into difficulties using technology.
So, how did I select the various pieces of technology for this club? Well, I wanted students to have the opportunity to use technologies that they might not use at home or in the classroom, or have little experience in using. Also, knowing that my broader goal was to create awareness of fun and kid friendly places in our town, I had to choose technologies that would meet this goal.
Ultimately, my goal of this club is to utilize technology as a tool and not merely just teaching them how to use it. My hopes are for these students to identify with this concept. Time will tell.
Weight Loss Challenge and OMET teaming!
I finished my first week of the Biggest Loser Challege and I lost 2 pounds. Having the support of other people has been the best help for me. Having a team that strives to do the same thing is the most supportive environment. This is a fabulous parallel to the OMET program.
I feel that I am very successful in the OMET program, in part because we work as a team. We hold each other accountable and support each other both inside and outside of the program. We challenge each other to do our best and help each other through challenges. Not one person has refused to help even if they are busy with their own projects. I can say that teamwork is the best and easiest way to be successful!
I feel that I am very successful in the OMET program, in part because we work as a team. We hold each other accountable and support each other both inside and outside of the program. We challenge each other to do our best and help each other through challenges. Not one person has refused to help even if they are busy with their own projects. I can say that teamwork is the best and easiest way to be successful!
Saturday, March 1, 2008
MORALE
This past week was a rough one at work. I feel that the teachers' morale including my own is down. Many of the teachers at my school put in many hour sacrificing time in the evening and the weekends to make sure their lesson plans are very thorough and thought provoking for their students. The amount of time and effort these teachers put in though, is not recognized, and many people feel that they are not doing a good job due to this lack of recognition.
My team of five teachers' morale was shot down when I met with them and gave them feedback of how we were doing, per the principal. They were very upset, as was I. I feel that it is my job, as grade level chair, to help build morale, and let them know that they are doing a great job, but I can only give so much. After speaking with other teachers at my school, I have found that our grade level is not alone. Many people feel that their work is unappreciated and that there is severe favortism going on. I do not know what to do about it, but I hope with time, I'll figure that out. It is very hard to work in a place where Morale is low.
My team of five teachers' morale was shot down when I met with them and gave them feedback of how we were doing, per the principal. They were very upset, as was I. I feel that it is my job, as grade level chair, to help build morale, and let them know that they are doing a great job, but I can only give so much. After speaking with other teachers at my school, I have found that our grade level is not alone. Many people feel that their work is unappreciated and that there is severe favortism going on. I do not know what to do about it, but I hope with time, I'll figure that out. It is very hard to work in a place where Morale is low.
Technology in the Classroom
I am a big advocate for computer and technology usage in the classroom, but found it very challenging to do it in the past. Over the past few months I have been using it more and more to promote learning and I have found that my students are more involved in the subject areas we are working on. I have used computers more and more this year, because I now have a total of six in my classroom.
I found that many of my students were very unmotivated to write, yet I needed to find some way to reach them, especially since fourth grade students take the STAR writing test (MARCH 4). The writing genres that students are supposed to know how to write are response to literature, summary and personal narrative. While some of these are harder than others to write, I feel that I am very prepared, as we have done an intense writing unit since January. While it was unplanned for me to use the computers, I found that once I had students write their final drafts on the computer using Microsoft Word, others were motivated to finish so that way they could write type theirs up as well. We have typed up 3 writing assignments this year and I feel that their writing has greatly improved.
Another computer project that my students have been working on is a Powerpoint assignment highlighting one of California's 21 missions. Each student chose a mission and conducted research on it. Each student is creating an 8 page CD cover as well as designing a 4 slide PowerPoint of the Mission. The Powerpoint includes, an intro slide, Mission Beginnings, Mission Chronology, and Mission facts. While I did not teach this project last year to my students --the computer lab teacher did so--- I had to do it this year because my students only had computer lab time in the beginning and end of the year. I did a Powerpoint introduction and modeled the lesson in about 15 minutes. I taught them how to start a presentation, format slide deisign, as well as import images while doing Google Searches. The fifteen minute lesson was all kids needed to know and they were able to function on their own for their first slide creation.
As the kids were creating their slides, I could tell immediately, those students who were comfortable using a computer, and those that were afraid a simple mistake would mess everything up. Some lacked confidence, while others were experienced. I found it interesting that those that had little computer experience were not as experimental with their presentation. They wanted to make sure that every thing they did was correct. Now that most of my students have designed 4 slides, I believe that their confidence level in using Powerpoint has grown. Most are animating the slides and using slide transitions. My next step though, is teach kids how to create a well- balanced slide show with continuity in font color and appropriate animation, but that is another lesson in and of it self.
I am very proud of my teachings because it was done in a very short amount of time--in comparison to the computer teacher's time allotted. I'm excited to view the final products. Each student will receive all of the other student's Powerpoints on a CD to put it in a CD case with their cover design.
I found that many of my students were very unmotivated to write, yet I needed to find some way to reach them, especially since fourth grade students take the STAR writing test (MARCH 4). The writing genres that students are supposed to know how to write are response to literature, summary and personal narrative. While some of these are harder than others to write, I feel that I am very prepared, as we have done an intense writing unit since January. While it was unplanned for me to use the computers, I found that once I had students write their final drafts on the computer using Microsoft Word, others were motivated to finish so that way they could write type theirs up as well. We have typed up 3 writing assignments this year and I feel that their writing has greatly improved.
Another computer project that my students have been working on is a Powerpoint assignment highlighting one of California's 21 missions. Each student chose a mission and conducted research on it. Each student is creating an 8 page CD cover as well as designing a 4 slide PowerPoint of the Mission. The Powerpoint includes, an intro slide, Mission Beginnings, Mission Chronology, and Mission facts. While I did not teach this project last year to my students --the computer lab teacher did so--- I had to do it this year because my students only had computer lab time in the beginning and end of the year. I did a Powerpoint introduction and modeled the lesson in about 15 minutes. I taught them how to start a presentation, format slide deisign, as well as import images while doing Google Searches. The fifteen minute lesson was all kids needed to know and they were able to function on their own for their first slide creation.
As the kids were creating their slides, I could tell immediately, those students who were comfortable using a computer, and those that were afraid a simple mistake would mess everything up. Some lacked confidence, while others were experienced. I found it interesting that those that had little computer experience were not as experimental with their presentation. They wanted to make sure that every thing they did was correct. Now that most of my students have designed 4 slides, I believe that their confidence level in using Powerpoint has grown. Most are animating the slides and using slide transitions. My next step though, is teach kids how to create a well- balanced slide show with continuity in font color and appropriate animation, but that is another lesson in and of it self.
I am very proud of my teachings because it was done in a very short amount of time--in comparison to the computer teacher's time allotted. I'm excited to view the final products. Each student will receive all of the other student's Powerpoints on a CD to put it in a CD case with their cover design.
WEIGHT LOSS here I come!---GO TEAM!
Beginning March 3, I will be embarking on a new chapter of my life, weight loss. I have struggled with weight ever since I finished high school in 2000. Putting on the weight could be attributed to a lot of things, stress, depression, boredom, and the lack of time to prepare and eat a healthy meal. I often find myself snacking on foods because it either tastes good or to "take a break" from my busy life. Things do have to change though. As a person that has high cholesterol and diabetes run in my family, I have to consider the risks that are involved with weight gain and eating. My father died at 60 due in part to these matters, and I do not want to be a casualty as well.
In college I was up a little over the 200 pound mark and knew I needed to make a big change after I was disgusted with the way I looked in a bathing suit. I joined Weight Watchers because that was something that I could easily follow. I had much support from my family and friends, which helped me to be successful. I lost about 50 pounds on the program and kept it off from approximately 3 years. Over the past 2 years I have gained weight which I think is attributed to my hectic life schedule at both work and school. This year alone (since starting OMET) I have probably put on 25 pounds. I did try starting Weight Watchers again because I was successful with it before, but found that I was wasting money and not attending meetings. They say Weight Watchers is a successful program because you do it with others and join in on their celebrations (weekly meetings). Unfortunately, I did not put forth the time and make connections with others and did not lose any weight.
On Monday, I am going to try a new technique at weight loss. Our school district is starting a Biggest Loser contest, a spin off of the TV show. On the TV show, contstants are divided into two teams. The team works together and weighs in together and sticks by each other, while also supporting each other. The teams work together to lose the most weight and the team with the highest percentage of weight loss is considered the "Biggest Loser" of the week. Someone on the losing team is sent home. I am a dedicated watcher of this show and I enjoy watching everyone lose weight and supporting each other throughout the program. The show motivates me to lose weight and have these successes as well.
Our district's competition is very similar to that of the TV show. School sites form as many teams of ten as they would like. Each team of ten is responsible for motivating each other and supporting each other with weight loss. Every person that joins this competition is responsible for pay a $20 fee, and the team with the largest percentage of weight loss will win half of the money submitted, while the school site will get the other half. I think that this method of weight loss will be very beneficial because we will be working as teams to get the pounds off. All of your teammates are counting on you to do well. Everyone is not responsible for just themselves, but the team as well.
I think doing things as a team and having the support is very important and people are more successful that way. We work together and support each other as a team in this program, and I believe that is why we are each successful. During my last Weight Watchers stint, I did not have the team member support, and was not as successful as I could have been. During the next 12 weeks, I hope to lose 20-30 pounds (I'd like more, but I know that is not feasible), and continue my way onto a new healthy life style....GO TEAM!
In college I was up a little over the 200 pound mark and knew I needed to make a big change after I was disgusted with the way I looked in a bathing suit. I joined Weight Watchers because that was something that I could easily follow. I had much support from my family and friends, which helped me to be successful. I lost about 50 pounds on the program and kept it off from approximately 3 years. Over the past 2 years I have gained weight which I think is attributed to my hectic life schedule at both work and school. This year alone (since starting OMET) I have probably put on 25 pounds. I did try starting Weight Watchers again because I was successful with it before, but found that I was wasting money and not attending meetings. They say Weight Watchers is a successful program because you do it with others and join in on their celebrations (weekly meetings). Unfortunately, I did not put forth the time and make connections with others and did not lose any weight.
On Monday, I am going to try a new technique at weight loss. Our school district is starting a Biggest Loser contest, a spin off of the TV show. On the TV show, contstants are divided into two teams. The team works together and weighs in together and sticks by each other, while also supporting each other. The teams work together to lose the most weight and the team with the highest percentage of weight loss is considered the "Biggest Loser" of the week. Someone on the losing team is sent home. I am a dedicated watcher of this show and I enjoy watching everyone lose weight and supporting each other throughout the program. The show motivates me to lose weight and have these successes as well.
Our district's competition is very similar to that of the TV show. School sites form as many teams of ten as they would like. Each team of ten is responsible for motivating each other and supporting each other with weight loss. Every person that joins this competition is responsible for pay a $20 fee, and the team with the largest percentage of weight loss will win half of the money submitted, while the school site will get the other half. I think that this method of weight loss will be very beneficial because we will be working as teams to get the pounds off. All of your teammates are counting on you to do well. Everyone is not responsible for just themselves, but the team as well.
I think doing things as a team and having the support is very important and people are more successful that way. We work together and support each other as a team in this program, and I believe that is why we are each successful. During my last Weight Watchers stint, I did not have the team member support, and was not as successful as I could have been. During the next 12 weeks, I hope to lose 20-30 pounds (I'd like more, but I know that is not feasible), and continue my way onto a new healthy life style....GO TEAM!
Saturday, February 16, 2008
EDC 665--Blog 6
Melissa asks "Blog: As learners, we are often focused on completing assessment activities successfully as opposed to acquiring the outcomes indicated by the course- why is this? Describe a learning experience where either you have combated this learner tendency or you felt a teacher handled this well."
Much of today's society has taught that perfection is the key when being assessed. If you are not perfect, you have failed. Many of today's students have severe test anxiety because they are afraid that if they make a significant amount of mistakes, they are not good students and will always fail. It I beieve that it is somewhat ingrained in our society's heads. Speaking from experiences within my own class, many students get dwon upon themselves if they do not do well. I think that it is important that teachers reiterate that an assessment tells a teacher how well the concepts were taught and what concepts the student needs to be retaught. I think this is a common mistake, that even I have made regarding assessments. I think what scares kids the most is that these formal assessments are reflected on their report cards.
OMET has combated this fallacy very well. In each of my classes I have felt comfortable with the way all of the professors have assessed our learning. They use various mediums to determine how well we have met their goals and objectives. These mediums include blackboard, TI, blogs, SecondLife, weekly discussions and group projects. I think that by not having the "test" limitations I feel that I have been able to grow more as a person and fully learn about each of the concepts taught. My severe test anxiety has been subdued this year. I think that OMET is a model program that illustrates effective assessment strategies without testing.
One last note about OMET: Professors of OMET ask us to assess ourselves. Oftentimes, that is the best form of assessment. Students are more critical of themselves than teachers are.
Finally, while some people are good test takers, they may not comprehend the material in its entirity. I think that it is important to look at the other side of the situtation.
Much of today's society has taught that perfection is the key when being assessed. If you are not perfect, you have failed. Many of today's students have severe test anxiety because they are afraid that if they make a significant amount of mistakes, they are not good students and will always fail. It I beieve that it is somewhat ingrained in our society's heads. Speaking from experiences within my own class, many students get dwon upon themselves if they do not do well. I think that it is important that teachers reiterate that an assessment tells a teacher how well the concepts were taught and what concepts the student needs to be retaught. I think this is a common mistake, that even I have made regarding assessments. I think what scares kids the most is that these formal assessments are reflected on their report cards.
OMET has combated this fallacy very well. In each of my classes I have felt comfortable with the way all of the professors have assessed our learning. They use various mediums to determine how well we have met their goals and objectives. These mediums include blackboard, TI, blogs, SecondLife, weekly discussions and group projects. I think that by not having the "test" limitations I feel that I have been able to grow more as a person and fully learn about each of the concepts taught. My severe test anxiety has been subdued this year. I think that OMET is a model program that illustrates effective assessment strategies without testing.
One last note about OMET: Professors of OMET ask us to assess ourselves. Oftentimes, that is the best form of assessment. Students are more critical of themselves than teachers are.
Finally, while some people are good test takers, they may not comprehend the material in its entirity. I think that it is important to look at the other side of the situtation.
Asynchronous vs Synchronous
Well, as you can see in the title, I will be discussing the differences that I have noticed between my asynchronous and synchronous classes.
Last semester we had less synchronous class ans more asynchronous classes. Having he Asynchronous classes allowed us to complete the classes on more of our own schedule and work as a we go. I really enjoyed this because I was quite busy at work with a variety of extra curricular activities that I am involved in.
On the contrary, this semester has proved to be a little more challenging. I don't know if I am just overwhelmed between work and school. This past week I was unmotivated in both my work environment and school as well. I actually took a "few days off" from BB to really let my mind settle down, but I think that overwhelmed me as well. Taking a mental break is very important so that way you can feel rejuvenated and ready to start up again with a new mindset.
After much reflection, I feel that having 3-4 synchronous classes a week as well as
BB discussions, blogging, and group projects, has been very challenging. Making sure that I am available to meet at the certain times and be able to drop what I am working on is very challenging at this time. This is all while trying to balance my outside life as well. This past week many friends and colleagues came to me asking for assistance, and I am always there to help, but I think immersing myself in these matters has just added to my list of things to do. At what point am I spreading myself too thin? I really do not know. Trying to be a good student and a good teacher has been quite challenging.
The one thing my principal told me about a week ago was that I am doing a great job as a team leader, even though I have a lot on my plate. She asked me, would I do this again and serve as grade level chair if I was put in the same situation, and I said I would. I have been given a great opportunity and seen myself grow as a person. I know this will help me out in years to come!
Last semester we had less synchronous class ans more asynchronous classes. Having he Asynchronous classes allowed us to complete the classes on more of our own schedule and work as a we go. I really enjoyed this because I was quite busy at work with a variety of extra curricular activities that I am involved in.
On the contrary, this semester has proved to be a little more challenging. I don't know if I am just overwhelmed between work and school. This past week I was unmotivated in both my work environment and school as well. I actually took a "few days off" from BB to really let my mind settle down, but I think that overwhelmed me as well. Taking a mental break is very important so that way you can feel rejuvenated and ready to start up again with a new mindset.
After much reflection, I feel that having 3-4 synchronous classes a week as well as
BB discussions, blogging, and group projects, has been very challenging. Making sure that I am available to meet at the certain times and be able to drop what I am working on is very challenging at this time. This is all while trying to balance my outside life as well. This past week many friends and colleagues came to me asking for assistance, and I am always there to help, but I think immersing myself in these matters has just added to my list of things to do. At what point am I spreading myself too thin? I really do not know. Trying to be a good student and a good teacher has been quite challenging.
The one thing my principal told me about a week ago was that I am doing a great job as a team leader, even though I have a lot on my plate. She asked me, would I do this again and serve as grade level chair if I was put in the same situation, and I said I would. I have been given a great opportunity and seen myself grow as a person. I know this will help me out in years to come!
Sunday, February 10, 2008
Same Texts different Masters
I spoke with a really good college friend of mine that went through the education program with me in undergrad. This year we are both working on our masters programs, but at different schools and with an entirely different emphasis. Upon completion of my program I will have a degree in Educational Technology and my friend will have a degree in Curriculum and Instruction.
We have been each others support system for the past year and helped each other out in our times of need. While we are taking very different classes, we have found much similarity in what we are learning. Out of the many books each of us has read, we have read about six of the same books. It is nice to be able to talk with her about these books and gain insight into each others thoughts on the texts.
I am looking forward to discussing with her how she is applying what she has learned from the texts and how her professors are using them in relation to our classes.
We have been each others support system for the past year and helped each other out in our times of need. While we are taking very different classes, we have found much similarity in what we are learning. Out of the many books each of us has read, we have read about six of the same books. It is nice to be able to talk with her about these books and gain insight into each others thoughts on the texts.
I am looking forward to discussing with her how she is applying what she has learned from the texts and how her professors are using them in relation to our classes.
Sunday, February 3, 2008
EDC 665--Blog 5
Melissa asks "Blog: Identify a standard that impacts your local environment or practice. Reflect on the value of the standard and its intended affect on student learning."
My work environment is surrounded by standards, especially state standards.
One standard that I am focusing on in my classroom this week is (4th grade):
2.0 Writing Applications (Genres and Their Characteristics)
Students write compositions that describe and explain familiar objects, events, and experiences. Student writing demonstrates a command of standard American English and the drafting, research, and organizational strategies outlined in Writing Standard 1.0.
Using the writing strategies of grade four outlined in Writing Standard 1.0, students:
2.2 Write responses to literature:
1. Demonstrate an understanding of the literary work.
2. Support judgments through references to both the text and prior knowledge.
Writing is a huge component in fourth grade because the students are assessed on their ability to write a composition for the CA STAR test (Writing competencies are given to 4th and 7th graders in CA)
My students have to know a variety of genres and are given a prompt that will focus on one during the test.
I chose this standard for two reasons:
1. it is something that I am currently working on
2. it is an important standard for children to know (in life)
Value of the Standard
Writing a response to literature is an important part of writing that is used throughout school career through college and possibly beyond. Being able to analyze literature and the meaning behind the author's purpose is very challenging and so giving your own judgment to the author's meaning.
Intended affect of student learning
This standard will require students to dig deeper and really analyze what they have read. It forces the student to critically think and use higher order thinking skills. Some teachers use and only assess basic knowledge and regurgitate information, but this standard forces students to think deeper and become analytical. I think that it is important that the students know that there is no one right answer and that as long as they defend their thoughts, they will be okay.
My work environment is surrounded by standards, especially state standards.
One standard that I am focusing on in my classroom this week is (4th grade):
2.0 Writing Applications (Genres and Their Characteristics)
Students write compositions that describe and explain familiar objects, events, and experiences. Student writing demonstrates a command of standard American English and the drafting, research, and organizational strategies outlined in Writing Standard 1.0.
Using the writing strategies of grade four outlined in Writing Standard 1.0, students:
2.2 Write responses to literature:
1. Demonstrate an understanding of the literary work.
2. Support judgments through references to both the text and prior knowledge.
Writing is a huge component in fourth grade because the students are assessed on their ability to write a composition for the CA STAR test (Writing competencies are given to 4th and 7th graders in CA)
My students have to know a variety of genres and are given a prompt that will focus on one during the test.
I chose this standard for two reasons:
1. it is something that I am currently working on
2. it is an important standard for children to know (in life)
Value of the Standard
Writing a response to literature is an important part of writing that is used throughout school career through college and possibly beyond. Being able to analyze literature and the meaning behind the author's purpose is very challenging and so giving your own judgment to the author's meaning.
Intended affect of student learning
This standard will require students to dig deeper and really analyze what they have read. It forces the student to critically think and use higher order thinking skills. Some teachers use and only assess basic knowledge and regurgitate information, but this standard forces students to think deeper and become analytical. I think that it is important that the students know that there is no one right answer and that as long as they defend their thoughts, they will be okay.
Monday, January 28, 2008
EDC 665--Blog 4
Melissa asks: Blog: Using the same learning experience you reflected on last week, did each activity explicitly map to a goal? Implicitly? Did this impact your learning during the activities?
Due to the nature of my learning experience, I feel that the activities that were planned explicitly mapped out in the trainer's mind, but were implicitly transferred. Simply stated, the teacher/trainer implied the various learning activities and did not specifically state the specific aspects of the Mimio board that we would be learning. He had directly implied what we were going to be learning.
In some ways, I feel that this did impact my learning during the activity and lesson. I felt that I went into the training blind-sided (I was signed up for it on a Tuesday and trained on the following Friday.) For something that I have not had any experience with, I feel that the initial training should have given explicit instructions on how to utilize this new tool within our classroom. When you explicitly learn something, one is involved in "an active process where people seek out the structure of any information that is presented to them." This meaning goes hand in hand of exactly how the Mimeo training should have been structured.
Implicit learning is " characterized as a passive process, where people are exposed to information, and acquire knowledge of that information simply through that exposure." While implicit learning could work very well using the Mimeo board, we would have needed to have a hands-on experience to utilize this type of learning process. Exposure is the key word. We were exposed to it visually, however, because it was a training in how to use it, we should have also been exposed to it through an active experience.
In the end, this instructor could have had his objective met had he been consistent and had a specific goal in mind. I feel that he mixed up implicit and explicit learning. He will be coming back for another training this month. Hopefully the next learning experience will be more beneficial and will better my understanding of the Mimeo Board.
Definitions and quotes obtained from : http://io.uwinnipeg.ca/~epritch1/impnexp.htm
Due to the nature of my learning experience, I feel that the activities that were planned explicitly mapped out in the trainer's mind, but were implicitly transferred. Simply stated, the teacher/trainer implied the various learning activities and did not specifically state the specific aspects of the Mimio board that we would be learning. He had directly implied what we were going to be learning.
In some ways, I feel that this did impact my learning during the activity and lesson. I felt that I went into the training blind-sided (I was signed up for it on a Tuesday and trained on the following Friday.) For something that I have not had any experience with, I feel that the initial training should have given explicit instructions on how to utilize this new tool within our classroom. When you explicitly learn something, one is involved in "an active process where people seek out the structure of any information that is presented to them." This meaning goes hand in hand of exactly how the Mimeo training should have been structured.
Implicit learning is " characterized as a passive process, where people are exposed to information, and acquire knowledge of that information simply through that exposure." While implicit learning could work very well using the Mimeo board, we would have needed to have a hands-on experience to utilize this type of learning process. Exposure is the key word. We were exposed to it visually, however, because it was a training in how to use it, we should have also been exposed to it through an active experience.
In the end, this instructor could have had his objective met had he been consistent and had a specific goal in mind. I feel that he mixed up implicit and explicit learning. He will be coming back for another training this month. Hopefully the next learning experience will be more beneficial and will better my understanding of the Mimeo Board.
Definitions and quotes obtained from : http://io.uwinnipeg.ca/~epritch1/impnexp.htm
Saturday, January 26, 2008
EDC 665--Blog 3
Melissa asks: "Think back now to a learning experience you have recently had--were the goals explicitly stated? If not, were they still clear? Were you aware of them as a learner during the learning experience?
A recent learning experience that I had was being taught to use a Mimio Board. A Mimio board is an interactive whiteboard that is able to capture any notes written on it as well as utilizing the included tools that will help teachers enhance their lessons in all subject areas. The general goal of this training was to introduce fourth and sixth grade teachers to this new technology that our school acquired. While all teachers were to be exposed to this board, no specific purpose was explicitly stated. We were not really told what things we would learn, but over the course of the training, we gradually learned all of the aspects of the Mimio board. I was not really aware of the learning goals during this experience because of the approach that the trainer took when teaching us. Much of what was taught was via direct instruction and did not give the trainees time to interact with the product. I can tell you that I know I was trained in the features, but I would not be able to perfectly use it. Practice upon training is a very important feature if you want your auidence to have retention. By having one person just show us the features of the board, I felt I was in a sales pitch instead of a training.
How would I have improved this learning experience. I would have had the trainer stop every new strategy that was taught so that way the trainees could physically relate and experience what our trainer was talking about. Giving the auidience the opportunity to experiment with the board is the best way for people to learn. While I know I will use this technology, I'm not sure how many non-technical people will use it because they are afraid.
A recent learning experience that I had was being taught to use a Mimio Board. A Mimio board is an interactive whiteboard that is able to capture any notes written on it as well as utilizing the included tools that will help teachers enhance their lessons in all subject areas. The general goal of this training was to introduce fourth and sixth grade teachers to this new technology that our school acquired. While all teachers were to be exposed to this board, no specific purpose was explicitly stated. We were not really told what things we would learn, but over the course of the training, we gradually learned all of the aspects of the Mimio board. I was not really aware of the learning goals during this experience because of the approach that the trainer took when teaching us. Much of what was taught was via direct instruction and did not give the trainees time to interact with the product. I can tell you that I know I was trained in the features, but I would not be able to perfectly use it. Practice upon training is a very important feature if you want your auidence to have retention. By having one person just show us the features of the board, I felt I was in a sales pitch instead of a training.
How would I have improved this learning experience. I would have had the trainer stop every new strategy that was taught so that way the trainees could physically relate and experience what our trainer was talking about. Giving the auidience the opportunity to experiment with the board is the best way for people to learn. While I know I will use this technology, I'm not sure how many non-technical people will use it because they are afraid.
FETC conference
I had heard so many things about the FETC in Orlando and now that it is over, I am so glad that I went. I learned so many different things while in attendance and I cannot wait to implement some new strategies within my classroom. During the first session of the conference we (OMET students) served as a panel of action researchers. Margaret gave a session entitled "Online Learning and Action Research: Take the University to School" Margaret spoke about how to solve problems within a workplace using action research. She started by simply stating the definition of action research. Action research begins when you examine your values and how you can reach those values through changing yourself. I really felt like I understood the meaning of Action Research and really enjoyed sharing my experience and helping attendees of the session in examine how they could use action research to help improve their work environment.
After the AR meeting I attended Alan November's session. His session focused on how to use technology in the classrooms as a tool. His lecture focused on connecting the family at school and that it is important to give instant feedback to students. After meeting with Alan November, I went into the Exhibit Hall and looked at the latest technology gadgets to use. Unfortunately I do not have the administrative rights to purchase the materials, but I now have ideas of what we could really utilize in our school. This is the second technology conference that I have attended and I am proud to say that I was more familiar with the products offered. Now I can use this knowledge to determine which product I would like best.
Lastly, while I was unable to attend all of the sessions that I wanted to, I found out that I would be able to upload podcasts of the ones that I did not make it to. Thank goodness for technology@ I look forward to utilizing what I have learned within my school/classroom.
After the AR meeting I attended Alan November's session. His session focused on how to use technology in the classrooms as a tool. His lecture focused on connecting the family at school and that it is important to give instant feedback to students. After meeting with Alan November, I went into the Exhibit Hall and looked at the latest technology gadgets to use. Unfortunately I do not have the administrative rights to purchase the materials, but I now have ideas of what we could really utilize in our school. This is the second technology conference that I have attended and I am proud to say that I was more familiar with the products offered. Now I can use this knowledge to determine which product I would like best.
Lastly, while I was unable to attend all of the sessions that I wanted to, I found out that I would be able to upload podcasts of the ones that I did not make it to. Thank goodness for technology@ I look forward to utilizing what I have learned within my school/classroom.
Reuniting with Cadremates
As I came to Orlando, Florida I was super excited to relax and get rejuvenated with new ideas for work and I could not wait to see my cadremates all together again! I flew on the same flight as Marie so it was super exciting to get catch up with her and have some company of the flight. We flew on Southwest, an airline with a laid back staff. The two flight attendants were very friendly and helpful and made the flight go by very quickly. I was even a flight attendant in training! They let me pass out honey roasted peanuts to the passengers (I thought that was cool because I am a people person) and they also hooked me up with drinks.
On Tuesday, I went to Discovery Cove and swam with the dolphins with both Marie and Heather. Swimming with the dolphins was such an exciting event and something that I have wanted to do since I was a kid. They are very serene animals and really seemed to love human interaction. While at Discovery Cove I got to swim with the rays and fish in on a coral reef. What an amazing, serene, and safe environment to be in with these animals. Discovery Cove was an all inclusive package deal which included all you could eat food, snacks, and drinks, as well as the necessary equipment needed to enjoy the park. We even got a 7 day Sea World Pass included in the deal!
Wednesday night was the night we got to all meet up again. I can not tell you enough how crazy it is that we have gone so long with not seeing these people, yet I feel like I have grown closer to them with the OMET experience. For the second face to face meeting, I feel that we are all much more comfrotable with each other. We can truly joke with each other and we understand each others like we've known each other for years.
Looking at te first half of OMET, I really believe that this is the right program for me. I have truly learned so much more about myself and have grown a lot as a person and as a teacher. I love the fact that our program is a noncompetive team-building one. I can honestly say that each person within OMET is an asset to me and I hope that I am an asset to them. What I really mean is that each person truly cares and knows about each other. Each relationship has truly developed into a familial bond as if we were each brothers and sisters. I know that over the course of the next two semesters this bond will even grow stronger.
On Tuesday, I went to Discovery Cove and swam with the dolphins with both Marie and Heather. Swimming with the dolphins was such an exciting event and something that I have wanted to do since I was a kid. They are very serene animals and really seemed to love human interaction. While at Discovery Cove I got to swim with the rays and fish in on a coral reef. What an amazing, serene, and safe environment to be in with these animals. Discovery Cove was an all inclusive package deal which included all you could eat food, snacks, and drinks, as well as the necessary equipment needed to enjoy the park. We even got a 7 day Sea World Pass included in the deal!
Wednesday night was the night we got to all meet up again. I can not tell you enough how crazy it is that we have gone so long with not seeing these people, yet I feel like I have grown closer to them with the OMET experience. For the second face to face meeting, I feel that we are all much more comfrotable with each other. We can truly joke with each other and we understand each others like we've known each other for years.
Looking at te first half of OMET, I really believe that this is the right program for me. I have truly learned so much more about myself and have grown a lot as a person and as a teacher. I love the fact that our program is a noncompetive team-building one. I can honestly say that each person within OMET is an asset to me and I hope that I am an asset to them. What I really mean is that each person truly cares and knows about each other. Each relationship has truly developed into a familial bond as if we were each brothers and sisters. I know that over the course of the next two semesters this bond will even grow stronger.
Sunday, January 20, 2008
EDC 665--Blog 2
Melissa asks "using the same learning experience, what were your desired results? Why did you choose these results?"
The learning experience that I chose related to teaching others to use the computer grading program, Easy Grade Pro (EGP). As a third year teacher, I was not sure how I would have been perceived because I was "teaching" more experienced teachers, yet it was something that I was more knowledgeable about.
My desired results were to have all teachers go back into their classrooms and be completely comfortable using the program. I felt that these results were reasonable because I gave the teachers a thorough user friendly explanation with a hands on experience. These desired results were very reasonable and did not put added pressure onto the teachers. Each trained teacher was given a lesson, with visual step by step materials in addition to the hands on experience that was provided with the training. I did not expect all teachers to utilize the program to its fullest extent, as I knew through Vtgotsky's Zone of Proximal Development, but let them know that there were other options to explore upon mastery of the basics.
Upon the completion of the workshop, I uploaded the EGP program into all of the interested teachers' computers. Many teachers were ecstatic to use the program within their classroom, but it was up to them to follow through with practicing and implementing what they learned. Speaking from experience, a new program can be somewhat intimidating when you begin it on your own upon training. It is important for you to dive right in and play around. Many people learn by doing and trial and error and that is what these teachers needed to do! About fifty percent of those in attendance at my workshop utilized the program days after the workshop. Many people commented upon the step-by-step insturctions and were appreciative of what I had done. They found that their gradebooks were much easier to use and made their lives a lot easier, especially when report cards came around.
It has now been about a year since I taught that workshop and some of my attendees have taught me a few things. They have since explored options that I had yet to explore and use. I am very proud of the end results from this experience and I am thrilled others have gone on to explore other aspects of the program without being afraid of the technology behind it!
The learning experience that I chose related to teaching others to use the computer grading program, Easy Grade Pro (EGP). As a third year teacher, I was not sure how I would have been perceived because I was "teaching" more experienced teachers, yet it was something that I was more knowledgeable about.
My desired results were to have all teachers go back into their classrooms and be completely comfortable using the program. I felt that these results were reasonable because I gave the teachers a thorough user friendly explanation with a hands on experience. These desired results were very reasonable and did not put added pressure onto the teachers. Each trained teacher was given a lesson, with visual step by step materials in addition to the hands on experience that was provided with the training. I did not expect all teachers to utilize the program to its fullest extent, as I knew through Vtgotsky's Zone of Proximal Development, but let them know that there were other options to explore upon mastery of the basics.
Upon the completion of the workshop, I uploaded the EGP program into all of the interested teachers' computers. Many teachers were ecstatic to use the program within their classroom, but it was up to them to follow through with practicing and implementing what they learned. Speaking from experience, a new program can be somewhat intimidating when you begin it on your own upon training. It is important for you to dive right in and play around. Many people learn by doing and trial and error and that is what these teachers needed to do! About fifty percent of those in attendance at my workshop utilized the program days after the workshop. Many people commented upon the step-by-step insturctions and were appreciative of what I had done. They found that their gradebooks were much easier to use and made their lives a lot easier, especially when report cards came around.
It has now been about a year since I taught that workshop and some of my attendees have taught me a few things. They have since explored options that I had yet to explore and use. I am very proud of the end results from this experience and I am thrilled others have gone on to explore other aspects of the program without being afraid of the technology behind it!
Getting ready for Florida
Well this past week has been built up with much excitement and stress. While I am super excited to be headed off for Florida tomorrow, I am also nervous at what I am leaving behind. I don't know if anybody knows the stresses a teacher has when he/she misses one day of work, let alone 7. I did a lot of cramming within my own classroom this past week as far as catching up and providing learning experiences that I know the sub would not be able to do (as in 6 science experiements within a 45 minute period to illustrate the differences between all of the different types of rocks (igneous, metamorphic, and sedimentary). After that experiment I felt as if I was about to crash.
As I was in my classroom yesterday prepping for the 7 days I will be out of the classroom, I tried to think of every possible thing that I needed to tell the substitute. I will be meeting with her today ( in about an hour) to go through the ropes with her. I think that I am very prepared and I know she will do just fine--I look at it as I am giving her a learning experience (she wants to be a teacher). She has done some long term subbing in my class before so I truly trust her. I think my only worry is that I will forget to tell her something, but my colleagues are there to help!
While I am leaving behind a class that does not want me to leave, I also know that I will be going somewhere where I can learn more about myself as well as learn more things that I can use in my classroom. I am treating this conference week as a mini brain break week. Oftentimes a change of pace and scenery will give you a new outlook on life and in this case on my job and my graduate work. This is a much needed "break" to reconnect with my fellow OMETers as well as enjoy life. I knew coming into this program I would sacrifice a lot, but I also know that in order to stay sane, I need to have some time to myself. I will be doing just that in Florida. I am taking time to go swimming with the dolphins (something I've wanted to do since I was a kid) and possibly go back to Dineyworld. This week holds many exciting experiences for me and I look forward to the fun I will have.
As I was in my classroom yesterday prepping for the 7 days I will be out of the classroom, I tried to think of every possible thing that I needed to tell the substitute. I will be meeting with her today ( in about an hour) to go through the ropes with her. I think that I am very prepared and I know she will do just fine--I look at it as I am giving her a learning experience (she wants to be a teacher). She has done some long term subbing in my class before so I truly trust her. I think my only worry is that I will forget to tell her something, but my colleagues are there to help!
While I am leaving behind a class that does not want me to leave, I also know that I will be going somewhere where I can learn more about myself as well as learn more things that I can use in my classroom. I am treating this conference week as a mini brain break week. Oftentimes a change of pace and scenery will give you a new outlook on life and in this case on my job and my graduate work. This is a much needed "break" to reconnect with my fellow OMETers as well as enjoy life. I knew coming into this program I would sacrifice a lot, but I also know that in order to stay sane, I need to have some time to myself. I will be doing just that in Florida. I am taking time to go swimming with the dolphins (something I've wanted to do since I was a kid) and possibly go back to Dineyworld. This week holds many exciting experiences for me and I look forward to the fun I will have.
Saturday, January 12, 2008
EDC 665--Blog 1
Melissa Anderson writes:
Think back to a successful learning experience you have designed. What made it successful? What was your role in creating that success?
Considered a technological-savvy teacher by many of my colleagues, I have been called upon by many of my co-workers to assist them in the use of many computer related items in their classrooms, especially using it to make their lives easier. Last year I made the change from second grade to fourth grade. Knowing that I would need to have specific calculated percentage grades (A, B, C, N, U) as an upper grade teacher, I knew that a traditional handwritten grade book would be more burdensome. My principal purchased a site license for Easy Grade Pro (EGP) so that teachers could keep track of their grades on a computer, which would give me easily accessible, and more detailed information about specific graded assignments.
While we have a large staff that could easily utilize this grade book, I was the only teacher that really learned how to use Easy Grade Pro. I found that the grade book to be very helpful and it gave me one less thing to worry about (calculating grades ) at the end of a grading period.
Many people began to see the success that I had with the grading program, and had asked me to teach them how to use the program. During one of our staff development my principal asked me to run a session explaining how to use the grading program. I gladly accepted, as this is one of my outside passions--teaching adults technology. I had about ten people attend my session. At this session I gave the teachers a step by step instruction packet with screenshots--no use of giving them a manual that they would not use. In this packet, I only included the most important information.
I EGP loaded on all of the computers prior to the session. I used a projector to so that the group could have a hands on learning experience while I taught the program. I believe that technology is one of those things that needs to be taught in one of two ways (exploratory or hands-on learning) and that is why I wanted the teachers to utilize this experience using computers. I answered questions throughout the process and also gave time for each of the teachers to practice using the concepts I taught--creating a gradebook, entering student names, entering grades, printing out progress and grade reports.
I then proceeded to load all of program onto all interested teachers' computers. Many teachers set up their grade books after the session. As time went on, they used the program and had questions ---they were ready for another training for the next step in the EGP process. At the time I could not provide the needed instruction due to time constraints, so many of the teachers attended a district in-service. Upon completion of the inservice, many teachers complemented me and told me my session was much more helpful and that they did not understand this other person's approach to teaching the program. I received many compliments and that made me realize that the learning experience that I provided for my colleagues was utilized effectively and was beneficial to them. (Recently, I attended the same inservice (only so I could get a copy of the latest version) and I completely agree with my colleagues.
So why was my teaching so successful and what was my role in creating that success? I think it was super successful because of the approach that I took to teaching my colleagues. I created an easy how to guide, provided a hands-on and guided instruction experience, and gave practice time for each of the trainees. I also gave individual instruction time to teacher's that needed it. I believe that because I was the initial person to tryout this program, I was able to project where people might have difficulties and questions. I believe this was a great learning experience that I provided for others.
Think back to a successful learning experience you have designed. What made it successful? What was your role in creating that success?
Considered a technological-savvy teacher by many of my colleagues, I have been called upon by many of my co-workers to assist them in the use of many computer related items in their classrooms, especially using it to make their lives easier. Last year I made the change from second grade to fourth grade. Knowing that I would need to have specific calculated percentage grades (A, B, C, N, U) as an upper grade teacher, I knew that a traditional handwritten grade book would be more burdensome. My principal purchased a site license for Easy Grade Pro (EGP) so that teachers could keep track of their grades on a computer, which would give me easily accessible, and more detailed information about specific graded assignments.
While we have a large staff that could easily utilize this grade book, I was the only teacher that really learned how to use Easy Grade Pro. I found that the grade book to be very helpful and it gave me one less thing to worry about (calculating grades ) at the end of a grading period.
Many people began to see the success that I had with the grading program, and had asked me to teach them how to use the program. During one of our staff development my principal asked me to run a session explaining how to use the grading program. I gladly accepted, as this is one of my outside passions--teaching adults technology. I had about ten people attend my session. At this session I gave the teachers a step by step instruction packet with screenshots--no use of giving them a manual that they would not use. In this packet, I only included the most important information.
I EGP loaded on all of the computers prior to the session. I used a projector to so that the group could have a hands on learning experience while I taught the program. I believe that technology is one of those things that needs to be taught in one of two ways (exploratory or hands-on learning) and that is why I wanted the teachers to utilize this experience using computers. I answered questions throughout the process and also gave time for each of the teachers to practice using the concepts I taught--creating a gradebook, entering student names, entering grades, printing out progress and grade reports.
I then proceeded to load all of program onto all interested teachers' computers. Many teachers set up their grade books after the session. As time went on, they used the program and had questions ---they were ready for another training for the next step in the EGP process. At the time I could not provide the needed instruction due to time constraints, so many of the teachers attended a district in-service. Upon completion of the inservice, many teachers complemented me and told me my session was much more helpful and that they did not understand this other person's approach to teaching the program. I received many compliments and that made me realize that the learning experience that I provided for my colleagues was utilized effectively and was beneficial to them. (Recently, I attended the same inservice (only so I could get a copy of the latest version) and I completely agree with my colleagues.
So why was my teaching so successful and what was my role in creating that success? I think it was super successful because of the approach that I took to teaching my colleagues. I created an easy how to guide, provided a hands-on and guided instruction experience, and gave practice time for each of the trainees. I also gave individual instruction time to teacher's that needed it. I believe that because I was the initial person to tryout this program, I was able to project where people might have difficulties and questions. I believe this was a great learning experience that I provided for others.
Mentoring
This week we had the first week of classes for both Paul and Maragaret! In Paul's class we will be focusing on Mentoring and Leadership. With all of the reading I have been doing, I am really enjoying learning about the other side of Mentoring. Up until this point, I had just called people my mentor, and not really analyzed what the meaning of mentoring and exactly how it has impacted my life.
I am really looking forward to our first assignment--writing a letter to our mentor! This past week my Mentor has really been there for me, through the death of a family member to problems at work. Not only has she been there for me though, I have been there for her. Power Mentoring is something that we have discussed and read about and contains many aspects. The aspect that I am focusing on is reciprocity. Without my mentor, I would not have survived this week. She has given me the opportunity to have a different outlook on situations and help reassure me that I am successful in what I have done.
I am really looking forward to our first assignment--writing a letter to our mentor! This past week my Mentor has really been there for me, through the death of a family member to problems at work. Not only has she been there for me though, I have been there for her. Power Mentoring is something that we have discussed and read about and contains many aspects. The aspect that I am focusing on is reciprocity. Without my mentor, I would not have survived this week. She has given me the opportunity to have a different outlook on situations and help reassure me that I am successful in what I have done.
First Week Back
I'd like to say that I this week was a little crazy getting back into the swing of things. I was super excited to start off the week! I felt very prepared and everything was going smoothly at work. I know I could not have asked for a better Monday or Tuesday (at work).
Unfortunately, the passing of my great aunt put a damper on my week and that with added stress caused the latter part of my week to be a little saddening. I just was not myself and I hope that did not affect or impact others.
I promoted my technology club this week and I had great success! Over 80 applicants thus far and the students still have Monday and Tuesday to turn in. Yikes! I know there will be many disappointed students, but I will keep a waiting list and an interest list for future club openings. This upcoming week I will be sending home regret/welcome letters to the students of the tech club. I am super excited to venture out into the tech club arena following FETC!
Unfortunately, the passing of my great aunt put a damper on my week and that with added stress caused the latter part of my week to be a little saddening. I just was not myself and I hope that did not affect or impact others.
I promoted my technology club this week and I had great success! Over 80 applicants thus far and the students still have Monday and Tuesday to turn in. Yikes! I know there will be many disappointed students, but I will keep a waiting list and an interest list for future club openings. This upcoming week I will be sending home regret/welcome letters to the students of the tech club. I am super excited to venture out into the tech club arena following FETC!
Friday, January 4, 2008
SUCCESS--Internet fixed
Problem solved. After the service man came and checked out the computers, he could not find any problems wrong with the computers and could not trace the problem with the Internet service. While other technicians could not give him advice, he decided to switch the U-verse wireless unit and we were successful. Technology can be a drag sometimes!
Annoyed--Please Help
Okay...well I know I'm not the only one experiening this problem, but I can say that I am completely annoyed. Over the past few days I have had difficulty accessing Pepperdine's website. I cannot access wavenet or anything associated with Pepperdine. The funny thing is though, the only place I cannot access it is at home! WEIRD!
I called Pepperdine's IT support yesterday and explained the issue. We determined that it was nothing on their end. I know it has nothing to do with either my MAC or PC (both don't access t) because I was able to use and access the Pepperdine site at Starbucks yesterday.
Today I called my Internet Provider and after being on the phone for over 70 minutes still found no solution. I finally asked them if they had someone that could come to the house to check out the problem. I tried Brent's solution of asking about the IP address and they could give me no help with that. UGGGHhh! If anyone has a solution please help!
I called Pepperdine's IT support yesterday and explained the issue. We determined that it was nothing on their end. I know it has nothing to do with either my MAC or PC (both don't access t) because I was able to use and access the Pepperdine site at Starbucks yesterday.
Today I called my Internet Provider and after being on the phone for over 70 minutes still found no solution. I finally asked them if they had someone that could come to the house to check out the problem. I tried Brent's solution of asking about the IP address and they could give me no help with that. UGGGHhh! If anyone has a solution please help!
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