Final Reflective Blog

In Tech Tool 11, the author talks about the effectiveness of using digital portfolios to assess what we have learned.  Here is my digital portfolio that I built after taking the EME 2040 only course at FSW. EME 2040 is an introductory course that is aimed at teaching educators how to successfully integrate technology into the classroom to enhance student's learning. (Technology Integration).  I started this class as a novice, and now I can:

• built digital portfolios
• use Wiki space
• create a WebQuest
• blog
• create and use a rubric to evaluate websites
• collaborate using the web to build a lesson plan
• analyze and assess a selection of technological tools for assisting foreign students.  Picture vocabulary
• evaluate, critique and select technology to assist students who are physically challenged, such as blindness/deafness.assistive technology for blindness  and assistive technology for deafness
• I have been introduced to the interactive whiteboard that is being used nationwide to assist teachers and students in the classroom.  Below is an example of using the whiteboard.  

The EME 2040 course was a very useful course for me.  I have learned many skills I did not have before.

Citations:

Assistive Technology for Blind or Low Vision. (2016). Retrieved December 12, 2016, from http://www.miusa.org/resource/tipsheet/assistivetechnologyforblind

@. (n.d.). Assistive Technology for Deaf Students | Cadan Assistive Technologies. Retrieved December 12, 2016, from http://cadanat.com/deaf-students/

Nouns 1. (n.d.). Retrieved December 12, 2016, from http://www.manythings.org/vq/mc-n1.html

(n.d.). Retrieved from https://www.youtube.com/watch?v=GvC-Sn2eFC0


(n.d.). Retrieved December 12, 2016, from http://www.mrecordportfolio.com/

What Is Successful Technology Integration? (2007). Retrieved December 12, 2016, from https://www.edutopia.org/technology-integration-guide-description

Digital Post #J

In Tech Tool 11 the author talks about the effectiveness of using digital portfolios instead of the traditional exams to assess students.   To find out what the students have learned, it is best to get them involved in pulling out of their own databases to create digital portfolios; using videos, reflective essays, audios, and pictures to show what they have learned.  This way the teacher can see what the students understand and yet need to learn.  This a great way to engage students to assess themselves.  It is very creative and much more productive to understand what a student has learned and what he/she still need to learn.

The next subject of interest is the Digital Teaching Portfolios for teachers.  This is a collection of educational and professional materials stored in an electronic format that will show a teacher’s growth and development over time.  It is advisable for student teachers or teachers who are just starting their career, to build their digital teaching portfolio.   This is another great idea which I will adhere to.  Starting my digital teaching portfolio will show me my growth and will have all that I have learned in one place; instead of multiple files, on my computer.  This digital teaching portfolio can serve as a resume.  The digital teaching portfolio, in my opinion, is a great road map for a prospective employer to understand and see what you know.  

In Tech Tool 11.2, the author talks about using Student Participation Systems in the class room.   The student participation system allows students to learn by answering multiple choice, yes/no, true/false, ranking, numeric and short answer question using hand held remote control devices.   This is done anonymously, allowing all students to participate without being embarrassed because of giving wrong answers.  The students get instant feedback to their answers.   Again, this is a great way to keep student’s attention in the subjects being taught.  Students become active learners instead of passive learners.  They can express their opinions electronically, without the embarrassment of giving wrong answers.  This system allows the student who might not otherwise not, participate to take part in of the activities. 

I feel that teaching in the 21^st century, with the advent of very cool electronic teaching tools, makes easier for the teacher to teach, and easier for students to learn.  It is not just route memory.  Students and teachers come together to learn and have fun. 

Source

Clicker student response systems. (n.d.). Retrieved November 06, 2016, from http://www.findeen.de/videos/clicker_student_response_systems.html

K. (2013). Primary Digital Portfolios. Retrieved November 06, 2016, from http://www.youtube.com/watch?v=h0f6E-DfiUM 

Maloy, R., O'Loughlin, R., Edwards, S., & Woolf, B. (2013). Transforming Learning with New Technologies. 2nd Edition. Boston, MA: Pearson Education Inc.

Digital Blog # I

Rubric made using RubiStar

Digital Blog #H

In Tech Tool 9.1 the author talks about Digital Projectors, which, are used in the place of individual computers in the classroom.  Digital Projectors make it possible for teachers to display their materials from a single computer on to large screens, or whiteboard for everyone to see.  Teachers and students can then use the visual images as a springboard for in-class discussions, analysis, writing and future studies.  This feels like a great process, because it facilitates everyone becoming involved with the subject being taught. 

CC

Students respond actively to visual images that convey academic content.  When the images are portrayed on large screens, they provoke the student’s curiosity and involvement.  This can lead into active classroom discussions, writing, and reflections about the content.  When the visual images are presented on a large screen, it is more likely to promote class discussion.  I can see why a large image would arouse students interest in the subjects being taught.

The-next Generation Web 2.0 tools encourage nonlinear, dynamic presentations that expand how students think about topics.  The Prezi tool allows teachers and students to create visual displays, collaboratively, on line.  The Animoto tool allows the teacher to use video clips and pictures. The students can also create their own videos and digital story telling projects.  The Glogster allows students and teachers to combine images, sounds, and graphics with text to create a digital poster that can be shared via email or blogs.  This tool seems very interesting to me.  You could make an animated poster with this tool.  This could lead to creating your own animated movies.

The 21^st Century teaching methods and tools are more effective and interesting for teachers and students.  The teachers’ job has been made easier through the effective use of the tools, and the students can be more engaged with developing their critical thinking skills and creativity.     

Source

Maloy, R., O'Loughlin, R., Edwards, S., & Woolf, B. (2013). Transforming Learning with New Technologies. 2nd Edition. Boston, MA: Pearson Education Inc.

(n.d.). Http://www.maggiehosmcgrane.com/2010_05_01_archive.html.

Technology Skills for the 21st Century ESL Teacher. (n.d.). Retrieved October 24, 2016, from http://www.slideshare.net/edunile/technology-skills-for-the-21st-century-esl-teacher

Digital Projectors

Digital Projectors are used in the place of individual computers in the classroom.  Digital Projectors make it possible for teachers to display their materials from a single computer on to large screens, or whiteboard for everyone to see.  Teachers and students can then use the visual images as a springboard for in-class discussions, analysis, writing and future studies.  This feels like a great process, because it facilitates everyone becoming involved with the subject being taught.

Use Images to Generate Class Discussion

Students respond actively to visual images that convey academic content.  When the images are portraited on large screens, they provoke the student’s curiosity and involvement.  This can lead into active classroom discussions, writing, and reflections about the content.  When the visual images are presented on a large screen, it is more likely to promote class discussion.  I can see why a large image would arouse students interest in the subjects being taught.

Next-Generation Web 2.0 Presentation Tools

The-next Generation Web 2.0 tools encourage nonlinear, dynamic presentations that expand how students think about topics.  The Prezi tool allows teachers and students to create visual displays, collaboratively, on line.  The Animoto tool allows the teacher to use video clips and pictures. The students can also create their own videos and digital story telling projects.  The Glogster allows students and teachers to combine images, sounds, and graphics with text to create a digital poster that can be shared via email or blogs.  This tool seems very interesting to me.  You could make an animated poster with this tool.  This could lead to creating your own animated movies.

The 21^st Century teaching methods and tools are more effective and interesting for teachers and students.  The teachers’ job has been made easier through the affective use of the tools, and the students can be more engaged with developing their critical thinking skills and creativity.     

Digital Projectors are used in the place of individual computers in the classroom.  Digital Projectors make it possible for teachers to display their materials from a single computer on to large screens, or whiteboard for everyone to see.  Teachers and students can then use the visual images as a springboard for in-class discussions, analysis, writing and future studies.  This feels like a great process, because it facilitates everyone becoming involved with the subject being taught.

Use Images to Generate Class Discussion

Students respond actively to visual images that convey academic content.  When the images are portrayed on large screens, they provoke the student’s curiosity and involvement.  This can lead into active classroom discussions, writing, and reflections about the content.  When the visual images are presented on a large screen, it is more likely to promote class discussion.  I can see why a large image would arouse students interest in the subjects being taught.

The-next Generation Web 2.0 tools encourage nonlinear, dynamic presentations that expand how students think about topics.  The Prezi tool allows teachers and students to create visual displays, collaboratively, on line.  The Animoto tool allows the teacher to use video clips and pictures. The students can also create their own videos and digital story telling projects.  The Glogster allows students and teachers to combine images, sounds, and graphics with text to create a digital poster that can be shared via email or blogs.  This tool seems very interesting to me.  You could make an animated poster with this tool.  This could lead to creating your own animated movies.

The 21^st Century teaching methods and tools are more effective and interesting for teachers and students.  The teachers’ job has been made easier through the affective use of the tools, and the students can be more engaged with developing their critical thinking skills and creativity.     

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Digital Post # G - Chapter 10

Digital Post # G - Chapter 10

In Tech Tool 10.1 section Adaptations For Classroom Learning with Technology.  The author talks about using technology to design classrooms for students with diverse learning needs, so that they can access key ideas and concepts.  The three levels of technologies that are being offered to make the classroom adjustment are: 1. Low-tech accommodation that can easily be made without applying digital materials.  2. The Mid-tech accommodation, which involves substantive shifts in organization and delivery of curriculum that may include the use of digital materials.  The third technology is High- accommodations that introduces changes associated with the integration of computers and other specialized information technologies in the classroom.Apps to support diverse learners in the classroom

The second subject of interest is in Tec Tool 10.2.  In this section the author talks about using Assistive Technology to Reach Diverse Learners. Assistive technology involves tools that enables Atypical students to do things they might otherwise not be able to do.  For example: individuals with hearing, sight, mobility, or cognitive challenges can use these tools, to help them translate text and understand spoken words.  These tools are also useful for Typical students.  For example, the Electronic Spellers and Dictionaries do not only check spelling error; they also speak out the words with correct pronunciation.  This allows the student to work, independently, without the help of an adult.  It is also argued that even though these technologies are very useful for both Atypical and Typical students; teachers, caregivers and parents should read aloud to the children, so that the children they do not become totally dependent on these tools.

The third interesting subject is Writing Transformations with Technology.   This subject talked about all the reasons students of all ages do not enjoy the writing process, and therefore miss out on the joy of creative writing.  To help student get over the barrier of worrying about all the mechanics of writing, teachers can use technologies such as computers, internet, word processing, PowerPoint software, and other technologies to help the student from the initial brainstorming to the final publishing work.  The use of these technologies will help the students to focus on expressing their ideas, instead of worrying about the writing mechanics, which is quite daunting task when doing it with pen/pencil and paper.

All the improvements in the educational system are for the purpose of promoting the best education possible for success of our students.  The emphasis on technology is necessary to help teachers be more effective in teaching a classroom of diverse learners.  The students will stay interested in learning if the environment is inviting and conducive to the needs of all learners.  Each student’s needs and learning styles will be met, and the teacher will be less stressed.  It is a win win-situation.  

Resources:

Bruce. B. Diverse Learners and Technology - YouTube.Retrieved from http://www.youtube.com/watch?v=0s24OiEjyak

Edutopia | K-12 Education Tips & Strategies That Work.Apps to Support Diverse Learners in the Classroom | Edutopia.Retrieved from http://www.edutopia.org/blog/apps-support-diverse-learners-classroom-chester-goad

Maloy, R., O'Loughlin, R., Edwards, S., & Woolf, B. (2013). Transforming Learning with New Technologies. 2nd Edition. Boston, MA: Pearson Education Inc.

Record, M (2016, October 15). Homework.  Created with Story Bird www.storybird.com snippet

In Tech Tool 10.1 section Adaptations For Classroom Learning with Technology.  The author talks about using technology to design classrooms for students with diverse learning needs, so that they can access key ideas and concepts.  The three levels of technologies that are being offered to make the classroom adjustment are: 1. Low-tech accommodation that can easily be made without applying digital materials.  2. The Mid-tech accommodation, which involves substantive shifts in organization and delivery of curriculum that may include the use of digital materials.  The third technology is High- accommodations that introduces changes associated with the integration of computers and other specialized information technologies in the classroom.

The second subject of interest is in Tec Tool 10.2.  In this section the author talks about using Assistive Technology to Reach Diverse Learners. Assistive technology involves tools that enables Atypical students to do things they might otherwise not be able to do.  For example: individuals with hearing, sight, mobility, or cognitive challenges can use these tools, to help them translate text and understand spoken words.  These tools are also useful for Typical students.  For example, the Electronic Spellers and Dictionaries do not only check spelling error; they also speak out the words with correct pronunciation.  This allows the student to work, independently, without the help of an adult.  It is also argued that even though these technologies are very useful for both Atypical and Typical students; teachers, caregivers and parents should read aloud to the children, so that the children they do not become totally dependent on these tools.

The third interesting subject is Writing Transformations with Technology.   This subject talked about all the reasons students of all ages do not enjoy the writing process, and therefore miss out on the joy of creative writing.  To help student get over the barrier of worrying about all the mechanics of writing, teachers can use technologies such as computers, internet, word processing, PowerPoint software, and other technologies to help the student from the initial brainstorming to the final publishing work.  The use of these technologies will help the students to focus on expressing their ideas, instead of worrying about the writing mechanics, which is quite daunting task when doing it with pen/pencil and paper.

All three subjects and improvements in the educational system are for the purpose of promoting the best education possible for success of our students.  The emphasis on technology is necessary to help teachers be more effective in teaching a classroom of diverse learners.  The students will stay interested in learning if the environment is inviting and conducive to the needs of all learners.  Each student’s needs and learning styles will be met, and the teacher will be less stressed.  It is a win win-situation. 

Digital Blog #D - Chapter 5

Digital Blog #D - Chapter 5

In Tech Tool 5.1 section: “Search Engines and How They Work” the author explains how search engines, like google, can move with lightning speed, sifting through millions of webpages to locate a topical website, and deliver tens of thousands of results in a blink of an eye.  It can be very frustrating analyzing lots of web pages to find the information one is looking for.  The author suggests that search engines, such as  Internet Public Library www.ipl.org, the Voice of the Shuttle http://vos.ucsb.edu, the Technorati http://technorati.com, and the Encyclopedia of Educational Technology http://eet.sdsu.edu/eetwiki/index.php/Main_Page, just to name a few,  are more beneficial for teachers and students to search for academic topics, educational standards, and learning materials. What a wonderful idea.  Imagine how many hours can be saved, by simply using the proposed search engines.  

Child Focus 'E-safety'

The second subject of interest from this chapter, is ensuring safe online experiences for students.  Teachers can pre-select websites for their students.   There are several companies that offer software packages to restrict where children can go on line.  One of such company is Razzul from Kid Innovations that was designed for families with 3 to 12 years old children.  Then there is Nanny and netTracker software programs that monitor, block and report data-related sites that are visited by students.   This is incredible.  It is a comfortable feeling to know that your children are actually safe surfing the net.  

Smart Online Search Tips for Kids

The third subject that caught my attention is teaching students how to recognize the URL that indicate the purpose and goal of the site.  For example, a URL with a “.com” indicates that the site has commercial purposes, whereas a URL with .org is used for nonprofit organization.   Knowing this makes it easier for a student to go directly to the site with a URL of .K12, without wasting time searching for information on google.

As a foreigner, I can say that America is a respectful country when it comes to doing things correctly.  Whatever Americans get involved with, they tend to go all out to be correct.  Education is moving into cyber space, and smart people are busy creating tools that can make searches more, efficient, and safe for our younger digital citizens.   I have been using computers for a long time, yet I am just becoming aware of this advanced thinking.

  

Reference

Common Sense Media (2013, November 11). Smart online search tips for kids Retrieved from https://youtu.be/pqGlhNDx7_k

Creative Conspiracy (CC) (2012, May 16). Child focus “e-safety” Retrieved from https://youtu.be/d5kW4pI_VQw

Maloy, R., O’Laughlin, R., Edwards., & Woolf, B. (2013). Transforming Learning with New Technologies. 2^nd Edition. Boston, MA: Pearson Education Inc.

 

Digital Blog Post #B – Chapter 2

Digital Blog Post #B – Chapter 2

In Methods for Teaching with Technology, the author shows two distinct teaching philosophies.  “Teacher-centered” also known as, “teaching as telling,” the teacher presents and explains academic information to the students; the teacher uses scores from the tests to determine who has learned and who has not.  Student-centered, teaching is also known as constructivism, i.e., encouraging students to develop their own knowledge by discovering ideas and concepts themselves. According to this concept, students learn more deeply and retain information longer when they have a say in the teaching process.  Most middle school and elementary grade teachers, report that their personal thinking falls in between this two philosophies (Maloy, et al, 2013, p.35). “Plato believed that children would never learn unless they wanted to learn. In The Republic, he said, " ... compulsory learning never sticks in the mind." (Education reform, n.d.).    

Moving forward; National Educational Technology Standards, (NETS), is for teachers and students, a broad vision of schooling that features technology-supported learning environments for every student.  NET’s core believe is that technology broadens the scope of the learning experiences.  The role of schools is to teach academic content; promote innovative and creative thinking; and prepare students for citizenship in a digital world.  The goal of NETS is to decrease the density of Teacher-centered learning and increase the concentration of Technology-based learning classrooms.  “Students learn through participation in project-based learning where they make connections between different ideas and areas of knowledge facilitated by the teacher through coaching rather than using lectures or step-by-step guidance. Further, constructionism holds that learning can happen most effectively when people are active in making tangible objects in the real world. In this sense, constructionism is connected with experiential learning and builds on Jean Piaget's epistemological theory of constructivism.” (Constructionism, n.d.)

In the section of, Your Teaching Philosophy, I learned that younger people who were born after 1980 grew up using interactive computers and wireless technology.  This class of young people are digital natives. Digital Immigrants are the teachers who are still learning how to interact with computer technology.   Digital native students, are moving away from traditional school-based literacies of book reading and writing on paper.  It is intuitively obvious that the digital immigrant teachers must think about how to change their teaching methods to accommodate their digital native students. 

In conclusion traditional classrooms have to make way for technology-based classrooms.  NET mandates technology in the classroom.  Students simply learn better using technology.  Teachers have no other choice.  They must learn how to use technology to facilitate 21^st Century students.  If traditional teachers resist the 21^st Century way of teaching; students will move to self-directed learning known as autodidactic. “Autodidactism is a contemplative, absorbing process, of "learning on your own" or "by yourself", or as a self-teacher. Some autodidacts spend a great deal of time reviewing the resources of libraries and educational websites. One may become an autodidact at nearly any point in one's life. While some may have been informed in a conventional manner in a particular field, they may choose to inform themselves in other, often unrelated areas. Notable autodidacts include Abraham Lincoln (U.S. president), Srinivasa Ramanujan (mathematician), Michael Faraday (chemist and physicist), Charles Darwin (naturalist), Thomas Alva Edison (inventor), Tadao Ando (architect), George Bernard Shaw (playwright), Frank Zappa (composer, recording engineer, film director), and Leonardo da Vinci (engineer, scientist, mathematician).” (Education, n.d.)

  

By aspecte.gr
[Public domain]

Reference

Constructionism (learning theory) (2016). . In Wikipedia. Retrieved from https://en.wikipedia.org/wiki/Constructionism_(learning_theory)

Education (2016).. In Wikipedia. Retrieved from https://en.wikipedia.org/wiki/Education

Education reform (2016).. In Wikipedia. Retrieved from https://en.wikipedia.org/wiki/Education_reform

Maloy, R., O'Loughlin, R., Edwards, S., & Woolf, B. (2013). Transforming Learning with New Technologies. 2nd Edition. Boston, MA:Pearson Education Inc.

Record. M. (September 11) Class. Created with Toondoo. http://www.toondoo.com/cartoon/10397112

TEDx Talks (2013, March 6). The future of education: Sajan George at TEDxUNC Retrieved from https://www.youtube.com/watch?v=Ah-SmLEMgis

My EME 2040 blog

My Digital Blog Post # A - Chapter 1

I am impressed with the Technology-Based Teaching Tool; Using the computer, tablets, and laptops, teachers can reach out to students over a wide range of learning styles.  Students can work in groups using laptops or tablets, and others can work, with the teachers in learning groups.  Teachers can use “intelligent tutoring systems," “speech-to-text”, “text-to speech” software, and “handwriting recognition programs.  There is a wide variety of digital technology on the market that that can assist students in their learning process to succeed.  Students have choices as to which tools best help them to understand the subjects.  This technology rich-teaching method is an attractive way of teaching; it is fun, engaging and creative.  As a Montessori teacher, I will reserve the above technology based teaching method for elementary schools. Neurological research confirms Montessori's observation that different developmental issues are primary at different ages.  In preschool children's, sensory and motor skills, and the neural regions most related to them, are paramount.  If the above research is true, then, using computers and other digital technologies during the first six years while children are in the formative period, in my opinion; can be harmful to a child's natural development.  In the first six years, children need to learn their way, naturally into the new real world.  They need to learn about their bodies, their communities and nature; and they need hands-on experience, at the time their brains are absorbing and adjusting as to how the natural world works.  I think that computing and cyberspace method can confuse children's ability to separate real from animation.  

I enjoy the idea of using Technology-Based Textbooks in a primary classroom.  The teacher can find a large variety of reading materials on the internet, for every subject on the curriculum.    Teachers can use simulations, visualizations, stories, poems, audio, video and math manipulative software to reach access a large variety of different learning styles and keep the students interested in learning.  Again, this is great for elementary students, in my opinion, but not for primary students.  Mark Powell a Montessori elementary teacher has all kinds of fun projects for elementary students, using technology, which I would introduce to my class, if I was an elementary teacher.  Check out his blog “Technology and Montessori". 

Lastly, the Technology-Based Learning Environment, according to the text book, has many of benefits, such as serving as an extension of the classroom; in that students can effectively use technology to do their homework. They can use online tutors, discussion boards and blogs that follow the classroom discussions.  That is all great if children budget their time to do homework, and leave time to socialize with each other.  I feel sad when I see children or even adults having their meals in restaurants or hanging out together in public places, and not talking to each other.  It seems that the iPad, or iPhone gets all the attention.  The technology age is a good thing and a bad thing at the same time, because people are tending to not socialize enough to stay grounded.  

     The 21st Century teaching method can be very effective, because it uses a variety of technologies to illustrate the information.  Students become much more engaged in the subjects at hands; furthermore, they are in control of how they assimilate the information.  The technology based teaching style, also encourages creativity, collaboration and critical thinking skills, which, is a plus in today's world.

Tablet in the classroom

Resources

Malandra, Cortneylyn Steffens. "Tablets in the Classroom." YouTube.  YouTube, 17 Oct. 2013. Web. 03 Sept. 2016.

Powell, Mark. "Technology and Montessori." RSS. N.p., n.d. Web. 03 Sept. 

2016.

Maloy, Robert, Verock-O’Loughlin,Ruth-Ellen, Edwards, Sharon A., and Woolf, Beverly Park (2013). Transforming Learning with New Technologies. 2nd Edition. Boston, MA: Pearson Education, Inc.

Tablets in the Classroom

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