End of Semester Reflection - required

Ah, here we are. At last. So complete. So fulfilled. So learned.

This semester has been challenging in the area of technology. I have yet to experience a presentation without technical difficulty - which is quite frustrating. But alas, I will press on. I definitely understand, see, and have tangible knowledge of how important technology is to the classroom. It is near essential.

But I think it's also important to remember that it's just an aid. I still have to teach. And sometimes I won't have technology. And at those times I will REALLY have to teach. I can't be afraid of the new and improved technology, but I also can't be afraid of not having the technology in the first place. There has to be a balance. That's what I've gathered the most. - and a strange inferiority to the vastness of knowledge and resources that are out there - there's just SO MUCH. It's really great though. :)

Catching up with my NET*Ts -

2.a2 - I really feel like this is the essence of the tech in ed initiative: make everything relevant and understandable through technology. Throughout the entire semester I have been both physically and mentally transferring knowledge, ideas, and information into technology - how can I make learning about prepositions enjoyable and include technology? These ideas were written in posts, notebooks, comments, etc. etc. etc. etc. it's great.

3.b3 - I think choosing this for my NET*T goal is kind of cheating - I mean this class as a whole satisfies this requirement. Listening to other students and gleaning new information has been the collaboration that the NET notes. Also, my other classes have been super helpful in this area as well - almost every presentation I saw/watched involved technology and showed me new things I could do. It was accidental collaboration! :)

Until next time.

Reflection #11 - Technology for the Hearing Impaired

What?:

So the other day in Special Needs in Education, Dr. Kress brought in a boy who was born deaf and when he was 3 had a cochlear implant placed in his head/on his ear. When we met him in class he was 13 year old, I believe, and was present with him mom, dad, and an old teacher. It was interesting to hear about the kinds of technology that he used in class to aid in his learning.

Not only is the cochlear implant an incredible piece of technology, but so is the speaker and microphone that he has in class. I suppose the mic and speaker aren't THAT interesting, but still. So his teacher wears a mic that rests around his/her neck, like a necklace. The sound is the transmitted to a speaker that is placed by the boy's desk and faced in his direction. Essentially, it simply amplifies the sound and creates more opportunity for the implant to pick up the sounds that are more difficult to understand ("b", "th", "sh", etc.).

So What?:

Well, that got me thinking about what other types of technology can be used to aid those students who have learning, physical, or behavioral disabilities. I feel that the physically disabled have a more apparent disability and are therefore, easier to take care of in this regard. But what about the behaviorally challenged? Is there technology that can help them focus and learn? Or the learning disabled? I know that almost all technology (when used correctly) creates a better learning environment, but is there specific things that can aid specific disabilities.

I don't have any answers to these questions - they're just questions. Things to get the thought process going.

Now What?:

Now, I want to research these questions. I want to find the answers. And I think we all should. The whole point of teaching is getting the individual to learn - and if there's a piece of technology that can improve a disabled child's chances to soak up knowledge, then I want to find it.

Until next time.

Assignment #4 - Technology Project; Part TWO (required)

the STUFF:

• Webs.com site
• Del.icio.us account
• Box.net (not really a link I can give you)

STUFF i learned and used:

• I learned that webs.com is better than weebly.com and that it's okay to change website programs mid-project because it's better to be satisfied and pleased, than frustrated and annoyed. I also learned that uploading video, documents, links, and images onto webs.com is super easy; there's a youtube.com search - you type in a search for a movie, it gives you the listings, you pick one, and webs.com uploads it for you!!! FANTASTIC!
• I learned the wonderful and mysterious ways of Box.net. Oh, to have learned of your existence two years ago!!! What a great site - what a great aid. I totally love it. So easy. So understandable. So simple (simple and easy are different; simple refers to the carefree, non-complex nature of the program; easy refers to how it's not difficult to use, probably because it's simple...). So accessible. Truly fantastic (esp. since there's a box.net app for the iPad - which if you read my reflections, you would know that I want one).
• I learned that Del.icio.us is better than Diigo and much, MUCH less infuriating.

issues with STUFF:

• Well, I was originally going to use Weebly.com and Diigo.com. There were problems (which I address in my reflections) with both that left me frustrated and wanting more less (meaning I wanted there to be more stuff that is less complicated - more less; not more-or-less). So at the beginning, the process was slow, unorganized, and frustrating. But I fixed it. I fixed it by just switching web 2.0 tools and pressing forward. It was a great transition and I feel great about how everything turned out.

what STUFF means to me:

• As a teacher, creating this website really gives me confidence that I could do this for an actual class. It means I've warmed up to the idea and that I'm capable to accomplish it.
• This specific website could very possibly be used in an actual future classroom - I can see myself truly teaching a unit on Lewis Carroll and giving it its own website.
• I definitely see myself using Box.net in the future - in fact, try tomorrow - haha!
• I like the idea of using del.icio.us and other toolbox sites - but I have struggled with the organization of each site I've used - so I might just stick with plain old bookmarking. :)

STUFF about NET*S/T:

• For Teachers: 2.A - the website "promotes student learning and creativity" using technology, by being technology itself. Not only does the website use technology to teach and present resources, but it gives an example of something that a student of yours might decide to do for a project. It gives insight into how students can use the internet to portray their learning and knowledge; 3.C - this NET*T is especially relevant. The ideas, resources, and concepts presented to the students and parents are found in the form of video, image, text, website, link, and blog - which is great! This project is the essence of NET*T 3.C!!!
• For Students: 3.C - based on the specific assignments of the unit (not all are posted), students can reference the site and determine which information is applicable to the assignment. They have to decipher which resource list to use, what page to go to, and what links would be applicable.

Ah, twas a good project. I hope you enjoy.

Until next time.

Reflection #10 - EVOKE, "a crash course in changing the world"

What is an EVOKE? from Alchemy on Vimeo.

What?:

Well, watch the above video. But the basic gist (as far as I can gather) is that EVOKE is "a crash course in changing the world." In my own words though, it is an online game created for persons 13 years and older that is challenge-based. It is a learning project that nearly 19,000 currently take part in. Each week a new challenge (a global issue) is posed and participants must understand and research the problem, find a solution, resolve the problem, and post to their EVOKE blogs about it. Ah... there's no use in me explaining it, here's a bit of info from the site:

EVOKE is a ten-week crash course in changing the world.

It is free to play and open to anyone, anywhere.

The goal of the social network game is to help empower young people all over the world, and especially young people in Africa, to come up with creative solutions to our most urgent social problems.

The game begins on March 3, 2010. Players can join the game at any time.

On May 12th, 2010 the first season of the game will end, and successful participants will form the first graduating class of the EVOKE network.

Players who successfully complete 10 game challenges will be able to claim their honors: Certified EVOKE Social Innovator – Class of 2010.

Top players will also earn online mentorships with experienced social innovators and business leaders from around the world,seed funding for new ventures, and travel scholarships to share their vision for the future at the EVOKE Summit in Washington DC. (Learn more about these rewards.)

EVOKE was developed by the World Bank Institute, the learning and knowledge arm of the World Bank Group, and directed by alternate reality game master Jane McGonigal.

EVOKE is for all ages; recommended age 13 and up.

So What?:

So this online game is amazing. It's fantastic. It helps raise awareness, create unity, and expand minds. Imagine having your entire class participate and each week the students give a presentation on what they learned and the resolution they came up with. Imagine the possibilities. I think a game like this has the opportunity to not only expand and enrich minds, but stir up goals and inspire dreams. Obviously, it would be difficult to get all students into the game. So I'm not really sure how it would work. Sometimes it's hard to get students excited about this kind of stuff - but with the game format and possible classroom time to work on it, I think the game could be a real hit. Also, if you read the above blurb from the site, you might have noticed that there are online mentorships, seed funding, and travel scholarships for players who receive the most points. Imagine one of your students attaining that level. How fabulous.

Now What?:

I think we should take this innovative idea and run with it. Even if you try it once and it falls flat on its face (which is entirely possible), at least you gave it a try and you set a high bar. I think it's important to present this kind of information and opportunity to students - even if you do it as extra credit and not a whole-class project. Getting students involved in the bigger picture helps them grow more than any amount of time in the classroom.

This is a screen image capture that I took of the page "Agents" on the site. It was amazing to me to see how many students/people were from so many different places. This is a great way to connect with other students around the world as well.

Until next time.

Reflection #9 - Del.icio.us vs. Diigo

What?:

Well... when we, the students in Ed. Tech, were supposed to make a toolbox online, I used Diigo.com and completed my toolbox successfully that way. I wanted to try something different from del.icio.us because everyone else was using that and I wanted to see if there was a better site. Well, if there is a better site, Diigo isn't it. At least not for me. It displayed the links with too much or too little information. There was the option to create sticky notes and highlight certain parts of the pages - which was a great feature, but I just could not get the hang of it. It was supremely hard and frustrating to get exactly what I wanted to show and then get it all organized after that.

So when I started creating a toolbox for my final project, I decided to switch over to del.icio.us and give it a try. Definitely better - way, way, way better. It displays it more clearly and allows you to group things with more ease. Although it doesn't have the fancy tools like highlighting and sticky notes, I feel like the simplicity and ease of understanding totally makes up for it - like, 10-fold. :)

So What?:

So what, I challenge you, if you have not yet tried del.icio.us, I urge you, implore you, give it a try. The page is laid out nicely and it's easy to tag and bag pages (yes, that was a CSI reference). But definitely don't disregard Diigo based on my difficulties - I just prefer simplicity (hence my love for Macs).

Now What?:

I feel like this last piece will be like my post on "Weebly vs. Webs," but again I say, don't be afraid so swap programs or try different things. So far for me, the switch has been increasingly beneficial. And also, don't judge a website or program based on its cover - that's what I did and I ended up switching twice! :)

Until next time.

Reflection #8 - Ahhhhh, the iPad

What?:

The iPad. Made by Mac (amen) and blessed by the words of Dr. Kowalski. I was so stoked to hear Dr. Kowalski talk about his iPad and bring it into class - he is a man of many technologies and I knew that he'd be able to impress me. And he did. :)

I love how easy it is to upload files and store documents. It's fast and accessible. As a teacher, fast and accessible creates flexibility; flexibility is absolutely essential. I was intimidated by the amount of information and the variation in Apps - only because I wanted to be able to take it all in and remember everything, but that just wasn't possible.

So What?:

In the classroom, I can see the iPad's use and aid. I can see students taking notes on it - the teacher can see the screen but the students can still write on it like a computer or a notebook. A teacher can use it to pull up information, assignments, videos, etc., and have it plugged into a projector. I can see how incredibly useful it would be for the teacher to have just one of these within a low-income school/classroom. That classroom might not have a projector or a computer or a SMARTBoard, etc, but if the teacher can bring in an iPad, the class's attention will be wrapped around that 9.5"x7.5" chunk of technological genius in a matter of seconds. Imagine the excitement for a low SES student to be able to work with, come in contact with, and learn from an iPad.

Anyways, that was a tangent. Regardless, I think the use and capabilities of the iPad would make it completely helpful in the classroom - perhaps not for every student in the classroom to have one, but definitely for the teacher.

Now What?:

Now, when I graduate, I'm going to create Digital Wish account and get me one of these for my classroom. Yes, that's right. I'm going to do it. :)

Also, I think it's important for educators to take a look at a new piece of technology like this - analyze and evaluate it, see if it can help improve the classroom. After all, what's the use of the technology if isn't not going to better a student's education.

Until next time.

Reflection #7 - Weebly vs. Webs

What?:

So I originally was going to create my final project website using Weebly.com, but I was struggling with the format. Although there were a lot of options and room for personalization, the options weren't really what I was looking for. I switched to Webs.com.

So What?:

So... after I switched I found it way easier to format the pages and keep myself organized. On Weebly each entry on a page had to fit a certain format within their options - this made it difficult to manipulate things and adjust items to fit your own needs. Also, there was no true organization and it made it difficult to remember what I had and hadn't done. It also made it hard to know what to place where and keep it all straight in my head. Webs.com was super organized and had "pages" already created for within your entire site. This made it easy to decide what to put where and to have it place and formatted just like I wanted it to be.

Now What?:

I think the most applicable lesson I learned from this experience is that it's definitely okay to swap formats, but also that in the first place, check out the software or program you're going to use. Make sure you like it and check your options before you put too much time into it. Having website-building.

Until next time.