Final Reflection! :'C </3


The American Dream projects that we viewed was the final and strongest impetus for me to incorporate technology into my future classroom.  Hopefully, it will not be long before I have my own class and I can come back and tell you how it went!  Viewing the results from actual high school students was great and really inspires me to do more than I have up to this point in terms of getting out there and accomplishing and learning.  It is very easy to become complacent and to simply assign a paper to your class without getting as deep into discussion as is actually possible.

Also, watching the remainder of the group video projects and receiving feedback for my group's video project was extremely beneficial.  I learned a great deal of good tips on making videos and sharing information.  From the feedback I was able to really see how effective our "across the curriculum" theme can be.  I too have seen teachers attempt to confer and connect their lessons, but leave it off halfway.  I believe the key is to stick with it until the end.  This can be achieved through thorough planning.  Thanks for everything! (especially the pizza)

Lauren

4/18 & 4/25 Takeaway

Assistive technology really opened my eyes.  If someone asked me before last week's lesson, "what is technology?" I probably would have told them that it is anything electronically operated that was invented/created after the 1940's/1950's.  I came to learn that anything created to assist learning and functioning (even if it is not electronically operated) is considered technology.  Therefore, technology has been around for much longer than I thought.  We also received some very useful links in class to websites that provide assistive technology.

The group video share in class today was very effective in that the class was able to have an open discussion from each group to the rest of the class.  This not only helps us share ideas, but it helps us practice speaking in front of a class.

Chapter 8 & 9 Reflection

Chapter 8 discusses academic internet communities through the means of online discussions and blog posts.  Online communities have benefits such as creating an interactive experience that transcends the classroom and helps students who are shy to become more vocal in discussions.  Which is more effective, online or in person communities?

Internet communities also help support students who have questions.  Teachers become more available because once class is out, students still have the option of contacting them virtually.  This especially helps span weekends.  The time does not feel as wasted.  Would you mind communication with your students over the internet on weekends?

Chapter 9 discussed visual media and PowerPoints.  One of my professors uses PowerPoint presentations for every class and interjects with slides solely comprised of comics related to the topic at hand.  This method gives us visuals as well as keeps us engaged.  How do you feel about teachers using PowerPoints to teach lessons?

Chapter 7 Reflection

Chapter 7 had a partial focus on software which was interesting.  I always knew what software was since my dad got me started on the computer as a child.  However, it transcends just computer games and the like.  Software can be used beyond simple enjoyment and rote memorization.  Through educational games and tools, students subconsciously gain the skills necessary for interacting with others in society, keeping their minds awake and aware, effective study skills, researching skills, etc.  Are you for or against using games in the classroom?

Computers also offer us a chance to explore various virtual worlds.  There are even some classes that interact solely through virtual avatars.  Sometimes in these cases, students feel more comfortable asking questions of the teacher.  However, is there something different about "in person" interactions?  Do you feel that virtual classrooms are missing something that regular classrooms have?

Is it possible for software to make students better inventors?

Chapters 4 & 6 Reflection

Chapter 4 was about bringing technology into the classroom in a fun and effective way.  This interested me because especially during student teaching, I was fascinated by the children's enthusiasm about technology when it was incorporated in the correct way.  Once, when I taught them a history lesson, we used brainpop.com to watch a video on the topic.  Their eyes lit up because it put them in the time period and made them feel like they were actually a part of history.  Following the video (which I played on the SmartBoard), there was a quiz to test the knowledge the students gained.  One by one, I allowed them to come up to the SmartBoard to press the correct answer.  They were so enthusiastic!  Would you use a SmartBoard to have your class take a quiz together?

Sometimes when we attempt to integrate technology, we can have technical difficulties or trouble getting accustomed to the actual technology.  This can most times be prevented if we rehearse our lessons.  Do you think this is sufficient for avoiding catastrophes?

One important thing to takeaway from this chapter is that technology is not limited to electronically operated devices.  Items such as wheelchairs are considered technology as well.  How do you feel about these things being considered technology?  Do you agree or disagree?

Chapter 6 included information on bookmarking.  My mom and I love bookmarking webpages and visiting them later and at my job (in a high school), we work in a classroom where students can come to get tutoring or prepare for college.  On the classroom's computers, we bookmark and homepage websites such as khanacademy.org, careerbuilder.com, scholarships4students.com, mathtv.com, collegeboard.com, etc.  This provides easy access and the students and staff do not have to memorize our resources.

Takeaway

We had a good discussion about Wikipedia today where we threw around different ideas about whether it is good or bad, credible or not credible.

Discussing the Who, What, Where, When, and Why of websites is helpful because it is something to keep in mind when recommending websites to students for research.  Also, teaching students to pay attention to website endings is another way to ensure they submit credible sources on their papers and projects.

evidence.blogspot.com
-sketchy website
-doesn't seem credible
-biased
-information not backed up

http://www.cupcakesinheels.com/about-us.html
http://www.truthbeknown.com/aliens.htm
-have the five W's
-unbiased

Chapter 5

In Chapter 5, we read partly about information problems and appropriate responses.  Some of the responses we as teachers employ are censorship and filtering.  One issue with using the internet for academic purposes or in a school setting is that there is a high possibility that students will become distracted by unrelated websites or inappropriate content.  The internet is chock full of the like, so it is easy for students to stumble upon such sites.  We've discussed preventing this with firewalls, child lock, and other forms of censorship and filtering, but I have found them to not be fool proof.  I work at Long Island City H.S. and the computers in our room have well known distracting websites blocked, but students still find ways to surf the web for things unrelated to school work, college and scholarship research, or applying for financial aid.  I have found students doing online shopping and watching videos on websites other than YouTube.  They are as clever and sometimes cleverer than teachers when it comes to finding ways around rules and borders.

I enjoyed reading and thinking about whether Wikipedia is "good or evil."  It has been a debate that I have heard about for years now and the popular opinion seems to be that Wikipedia is not credible or acceptable.  For this reason I haven't, until now, voiced my opinion that although Wikipedia can be manipulated by the public (i.e. 2011 when fans of Sarah Palin attempted to make her accidental incorrect statement about Paul Revere, American Revolution patriot, on a bus tour seem like fact by altering the corresponding Wikipedia page) it is an extremely useful resource.  When it comes to finding a simple fact such as the birthdate of a celebrity or the number of marriages of a historical figure, wikipedia puts the answers at your fingertips.  It is also useful for finding general or specific opinions and tidbit-like facts about events or theories.  Whether I would cite Wikipedia on my dissertation is unlikely, but I find it to do mroe good than harm.  In my own experiences I have attempted to use websites such as Britannica.com and been unable to find a certain listing (which existed at Wikipedia.org) or been limited in what I could research.  What I have wondered over the years is if teachers only "bash" Wikipedia to ensure their students learn about more varied and proofread sources.

Search engines, in addition to students' cleverness can also lead them astray as them attempt to do school work.  If the search engine is not effective enough in targeting what the searcher is looking for, students could find themselves jumping from one unrelated topic to another and delaying their initial purpose.

1. What will you accept as a resource on your students' bibliographies or works cited?

2. Wikipedia: yay or nay? Why?

3. Which is ultimately "better," old school library research or new school internet research?