I'll be honest--I wasn't really expecting to get much out of this class. I had to take ETEC 557 to complete my alternative certification coursework, and I was not happy to have to take what I considered a step below that class. Imagine my surprise when I realized that I was actually learning something!!
My biggest Aha moment this semester was when we looked the different Web 2.0 technologies. I had been thinking I was pretty technologically savvy, but when I looked at the list of Google apps, I'd never heard of 80% of them. I guess you could say it was a technological slap in the face, telling me, "You don't know as much as you think you know!"
I really enjoyed learning about blogging. It's something I've wanted to explore for a long time (and one of the few Web 2.0 technologies I'd heard of), but I just never found the time. I'm planning to use blogging in my English class next year. (I'm sure my students will be thrilled!)
As far as where I go from here... I definitely plan to continue learning about different types of educational technology and how I can implement some of them in my classes. No matter how much I learn, there is always more to learn; learning is a never-ending process.
Sunday, March 14, 2010
Sunday, March 7, 2010
Week 7 -- Google Apps
The objective for my lesson plan integrating technology was to have my 9th grade students interact with the text of The Odyssey in several different ways. I chose this because I've noticed that many of the students I have in class don't seem to get very involved with whatever we're reading at any given time. As someone who's loved reading her entire life, this is hard for me to understand in some ways. But when I think about it from a technological perspective, I can kind of see where these students are coming from. Students today are used to iPods, xBoxes, and movies that are filled with CGI. Almost all of their entertainment is either based on sight, sound, or both. So when you take a kid who's used to playing Halo on his xBox 360, put a book in his hand, tell him to read it and expect him to enjoy the experience... well, who's surprised that it doesn't always work out too well?
I chose the specific applications in my tech lesson plan because I felt they would support collaboration and differentiated instruction, as well as allow the students to use various forms of technology to interact with the reading material. If I actually use this objective in one of my classes, I would hope to see thoughtful analysis and creativity in the students' final products.
I am trying to integrate technology into my lessons, but I know I still have a long way to go before I can say I've succeeded. When I am considering whether or not to include a technological element, I try to stop and ask myself, "Will using technology enhance this lesson?" If the answer is yes, I include it; if the answer is no, I leave it out.
Tammy Vinson
I chose the specific applications in my tech lesson plan because I felt they would support collaboration and differentiated instruction, as well as allow the students to use various forms of technology to interact with the reading material. If I actually use this objective in one of my classes, I would hope to see thoughtful analysis and creativity in the students' final products.
I am trying to integrate technology into my lessons, but I know I still have a long way to go before I can say I've succeeded. When I am considering whether or not to include a technological element, I try to stop and ask myself, "Will using technology enhance this lesson?" If the answer is yes, I include it; if the answer is no, I leave it out.
Tammy Vinson
Sunday, February 28, 2010
Week 6 - Podcasts & Learning Communities
This week we explored tools for creating podcasts and discussed ways to build learning communites to facilitate interaction and critical thinking. With all these tools available, what are the implications for changing the way we work, teach and learn? What is preventing us from such changes? If you could wave a magic wand, what would you change and why?
I can't deny that the advances in technology have had an incredible impact on education (and just about every other aspect of our lives too). Technology in the classroom can be wonderful or terrible, depending on how it's used. In the hands of a skilled user, it can add so much more to a lesson and engage students in ways that were not possible even just a few years ago. But in the hands of someone who is unskilled, technology can distract the students and can sometimes even completely disrupt the lesson. In the past, I've compared technology to a sword. If you use it well, you can vanquish your enemies and accomplish your goals. But if you don't know how to use it and don't know when it's appropriate to use it, you're liable to cut off your own foot or foil your own efforts to get things done.
I guess the biggest beef I have with using technology in the classroom is that I think we sometimes get too caught up in trying to do everything the newest way. We don't always stop to think whether the technology will make the lesson better, or if we're just using it for the sake of using it. We get so caught up in adding the (virtual) lipstick that we forget that it's still a pig we're adding the lipstick to. All the technology in the world won't save a badly planned and executed lesson (or help a bad teacher either). And despite what some may say, I can't imagine that technology will ever fully replace a human teacher. At least, I sure hope it won't!!
That said, we have to learn to master the technology before the technology becomes our master. We should never get to the point where we rely on technology to do our jobs for us. This goes back to what I said about great technology can't save a bad lesson. Technology is not going away; it's too much a part of the fabric of our lives. Our students are tech experts almost from the time they learn to walk and talk. Teachers have to be able to not just co-exist with technology. They have to be able to use it (and use it well) if they hope to have any common ground with their students.
I will definitely be using Web 2.0 technologies like blogs, discussion boards, and possibly podcasts in my English classes. I can see a day when students won't be issued textbooks; instead they'll get a Kindle (or something like it) with all their textbooks loaded onto it.
I think the one thing I would change if I had a magic wand would be to take away the fear of technology some people have. I think that's one of the biggest things holding us back from embracing technology more fully. It's a tool--a powerful one, but still just a tool. Nothing more, nothing less.
I can't deny that the advances in technology have had an incredible impact on education (and just about every other aspect of our lives too). Technology in the classroom can be wonderful or terrible, depending on how it's used. In the hands of a skilled user, it can add so much more to a lesson and engage students in ways that were not possible even just a few years ago. But in the hands of someone who is unskilled, technology can distract the students and can sometimes even completely disrupt the lesson. In the past, I've compared technology to a sword. If you use it well, you can vanquish your enemies and accomplish your goals. But if you don't know how to use it and don't know when it's appropriate to use it, you're liable to cut off your own foot or foil your own efforts to get things done.
I guess the biggest beef I have with using technology in the classroom is that I think we sometimes get too caught up in trying to do everything the newest way. We don't always stop to think whether the technology will make the lesson better, or if we're just using it for the sake of using it. We get so caught up in adding the (virtual) lipstick that we forget that it's still a pig we're adding the lipstick to. All the technology in the world won't save a badly planned and executed lesson (or help a bad teacher either). And despite what some may say, I can't imagine that technology will ever fully replace a human teacher. At least, I sure hope it won't!!
That said, we have to learn to master the technology before the technology becomes our master. We should never get to the point where we rely on technology to do our jobs for us. This goes back to what I said about great technology can't save a bad lesson. Technology is not going away; it's too much a part of the fabric of our lives. Our students are tech experts almost from the time they learn to walk and talk. Teachers have to be able to not just co-exist with technology. They have to be able to use it (and use it well) if they hope to have any common ground with their students.
I will definitely be using Web 2.0 technologies like blogs, discussion boards, and possibly podcasts in my English classes. I can see a day when students won't be issued textbooks; instead they'll get a Kindle (or something like it) with all their textbooks loaded onto it.
I think the one thing I would change if I had a magic wand would be to take away the fear of technology some people have. I think that's one of the biggest things holding us back from embracing technology more fully. It's a tool--a powerful one, but still just a tool. Nothing more, nothing less.
Sunday, February 21, 2010
Week 5 - Wikis
I haven't started to implement my ideas for my own wiki yet. I'm finding myself a bit overwhelmed with all the choices. It reminds me of back when I was in high school trying to figure out what topic I was going to choose for my annual research paper. I always thought that the selection process was more difficult than the writing and research process.
I think the biggest advantage I see for using wikis is the collaboration aspect. I think a wiki would be ideal for a group project. Members could edit the written text/report, design a visual aid, and post sources. I think the biggest disadvantage is that the information students find on wikis may not be completely accurate, and students don't always realize that. This is an issue that can be dealt with pretty easily, simply by taking a class period to teach students how to critically evaluate a website. I definitely think wikis have potential to engage students. They're not as intimidating as other websites are; the information is presented in small, "bite-sized" bits and layman's terms that are easily understood.
I think the biggest advantage I see for using wikis is the collaboration aspect. I think a wiki would be ideal for a group project. Members could edit the written text/report, design a visual aid, and post sources. I think the biggest disadvantage is that the information students find on wikis may not be completely accurate, and students don't always realize that. This is an issue that can be dealt with pretty easily, simply by taking a class period to teach students how to critically evaluate a website. I definitely think wikis have potential to engage students. They're not as intimidating as other websites are; the information is presented in small, "bite-sized" bits and layman's terms that are easily understood.
I think the Web 2.0 technologies I'm most interested in exploring are mashups and tagging. Next year, I also plan to use blogging as a tool to help my students practice writing skills as well as interacting with the literary works we'll be reading. (I'm sure I'm much more interested in that than they are!)
Sunday, February 14, 2010
Week 4 - e-Portfolios & Assessment
The AFL tenet I focused on was "AFL should recognize the full range of achievements of all learners." I chose that one because TAKS testing is at the forefront of my thoughts these days. My students will be taking the ELA/Reading TAKS test on March 3rd, and I am trying to help them get prepared for it. I have thought for many years that high stakes testing like TAKS is a poor measure of student learning. Two current trends in education today are differentiated instruction and cooperative learning. The TAKS test does not address either of those methods. It does not allow for the fact that some students are not good test takers, or they may be having a bad day the day of the test. I hate the thought of teaching to the test, but how can I not, knowing that my continued employment is partially based on the scores my students get?
As educators, we're constantly told to get our students to use higher order thinking skills--evaluting, creating, and analyzing. But the TAKS test seems to be aimed more at the lower level skills of knowledge and comprehension. It doesn't interest the students, because all they have to do is spit back facts.
I think that formative assessments are a much better way to assess student learning. My students absolutely HATE the TAKS test (and I can't argue with them). Creating a portfolio or some other long term project will engage them in ways that a standardized test never will. When I think back to when I was in high school, I don't remember the tests I took. I remember the projects I worked on, the things I created.
My portfolio will be a showcase for the skills I have learned in class. It will be a tangible representation of the work I put in to the class.
As educators, we're constantly told to get our students to use higher order thinking skills--evaluting, creating, and analyzing. But the TAKS test seems to be aimed more at the lower level skills of knowledge and comprehension. It doesn't interest the students, because all they have to do is spit back facts.
I think that formative assessments are a much better way to assess student learning. My students absolutely HATE the TAKS test (and I can't argue with them). Creating a portfolio or some other long term project will engage them in ways that a standardized test never will. When I think back to when I was in high school, I don't remember the tests I took. I remember the projects I worked on, the things I created.
My portfolio will be a showcase for the skills I have learned in class. It will be a tangible representation of the work I put in to the class.
Sunday, February 7, 2010
Week 3 - Critical Analysis
I thought the MAPping activity was really enlightening. I did something similar in ETEC 557 over the summer. I think that learning how to evaluate the validity of a website is incredibly important. I’ve been using the Internet for over 10 years, and this past summer was the first time I ever had someone teach me techniques to evaluate the sites I was using.
I did pretty well on the Information Literacy Quiz, but there is still some room to improve. Guess you never know it all, huh? Only one of my educator prep classes was devoted to technology; my other courses barely even mentioned using technology in the classroom. I was very surprised at that, because technology has become such an integral part of our lives. It truly is everywhere you look these days.
I think that it’s extremely important to teach students how to evaluate the websites they are using for research. I’ve watched my students doing online research during class. Often they go for the first link they come across and accept the information they find as verbatim. I remember one student visited a site that was sponsored by a lobbying group. He was completely confused when I asked him if he thought the information was biased. “Why would it be biased?” he asked me. When I explained that the site he was on belonged to a lobbying group that only presented information that supported their position, he was shocked. He truly had no idea how to determine whether or not the sites he was using as sources were credible or not.
I already had an account on Delicious, which I set up after taking ETEC 557. So far, I have only used it to save and retrieve bookmarks. I really like the networking feature. I think it will be a great way to find other sites that have basically been recommended by the folks in my network. I definitely need to spend some time getting my bookmarks organized and categorized. Right now there’s no rhyme or reason to them.
I did pretty well on the Information Literacy Quiz, but there is still some room to improve. Guess you never know it all, huh? Only one of my educator prep classes was devoted to technology; my other courses barely even mentioned using technology in the classroom. I was very surprised at that, because technology has become such an integral part of our lives. It truly is everywhere you look these days.
I think that it’s extremely important to teach students how to evaluate the websites they are using for research. I’ve watched my students doing online research during class. Often they go for the first link they come across and accept the information they find as verbatim. I remember one student visited a site that was sponsored by a lobbying group. He was completely confused when I asked him if he thought the information was biased. “Why would it be biased?” he asked me. When I explained that the site he was on belonged to a lobbying group that only presented information that supported their position, he was shocked. He truly had no idea how to determine whether or not the sites he was using as sources were credible or not.
I already had an account on Delicious, which I set up after taking ETEC 557. So far, I have only used it to save and retrieve bookmarks. I really like the networking feature. I think it will be a great way to find other sites that have basically been recommended by the folks in my network. I definitely need to spend some time getting my bookmarks organized and categorized. Right now there’s no rhyme or reason to them.
Sunday, January 31, 2010
Week 2--What Is Educational Technology?
To me, educational technology is anything a teacher uses to supplement teaching. It can range from the very basic--such as paper and pen, a book, or the students themselves (I remember having to clap rhythms in beginning band classes.)--to the very advanced, such as a state of the art computer with Internet access and the latest and greatest software. I've always thought of technology (not just the educational variety, but technology in general) as a double-edged sword. If you know how to use it skillfully, it can be an invaluable addition to your classroom and your lessons. But if you don't know how to use it, you're likely to hinder your teaching by distracting your students.
It is absolutely mindblowing to think about how technology has evolved between us being students and educators. I thought the videos were very informative (and a little scary too!). It's one thing to know that millions upon millions of people use Google, visit MySpace, and send/receive text messages. It's quite another when you see the actual numbers. I was especially struck by the frames that talked about how many of today's common college majors didn't even exist 10 years ago and wondered what college students will study 10 years from now.
I've jokingly asked the question, "How did we survive before the Internet?" But it's not so funny when you really stop and think about it. The Internet and all the technology that's associated with it are now such an integral part of most people's lives that it's hard to remember how we got by "in the old days."
Are we on the right track? That's hard to say, and it goes back to my comment about educational technology being a double edged sword. So many school districts these days are rushing out to buy the latest and greatest technology for their classrooms, just so they can say that they have it. The philosophy seems to be "It's out there, and everyone else has it, so we need it too!" But there's little thought given to whether it's NEEDED or not, and how it will be used. Now that being said, I also am very much aware that students today are used to slick graphics, interactive games, and instant communication, and that without those things, it's very difficult to keep their attention for any length of time.
I really liked what Prensky's article had to say: "Today’s students are no longer the people our educational system was designed to teach." That is so true! And if we want to keep our students in school and engage them while they're there, we'd better start evolving quickly. Otherwise, we'll be keeping company with the TI 99-4As. (BTW, I still have mine!)
It is absolutely mindblowing to think about how technology has evolved between us being students and educators. I thought the videos were very informative (and a little scary too!). It's one thing to know that millions upon millions of people use Google, visit MySpace, and send/receive text messages. It's quite another when you see the actual numbers. I was especially struck by the frames that talked about how many of today's common college majors didn't even exist 10 years ago and wondered what college students will study 10 years from now.
I've jokingly asked the question, "How did we survive before the Internet?" But it's not so funny when you really stop and think about it. The Internet and all the technology that's associated with it are now such an integral part of most people's lives that it's hard to remember how we got by "in the old days."
Are we on the right track? That's hard to say, and it goes back to my comment about educational technology being a double edged sword. So many school districts these days are rushing out to buy the latest and greatest technology for their classrooms, just so they can say that they have it. The philosophy seems to be "It's out there, and everyone else has it, so we need it too!" But there's little thought given to whether it's NEEDED or not, and how it will be used. Now that being said, I also am very much aware that students today are used to slick graphics, interactive games, and instant communication, and that without those things, it's very difficult to keep their attention for any length of time.
I really liked what Prensky's article had to say: "Today’s students are no longer the people our educational system was designed to teach." That is so true! And if we want to keep our students in school and engage them while they're there, we'd better start evolving quickly. Otherwise, we'll be keeping company with the TI 99-4As. (BTW, I still have mine!)
Sunday, January 24, 2010
Week 1--Educational Philosophy. Written Objectives, & Informator/Automator
Tammy Vinson’s Educational Philosophy
I believe that education goes far beyond what one is taught in the classroom. In addition to the basic knowledge, education teaches students social skills that they will use throughout their lives. Education does not stop when the school day is over, nor when the student receives his or her diploma.
I believe that the purpose of education is twofold: first, it is a lifelong process that allows people to continually add to and update the knowledge they already possess; second, education prepares students for living and working in the “real world” after graduation.
It is the learner’s responsibility to take in as much information as possible. He should learn (with the help of parents, teachers, and other role models) how to evaluate that information to determine its value and validity. He should also learn to seek out information when it is not readily available.
The role of the teacher changes as the student grows and matures. At first, the teacher is the provider of information and knowledge for his/her students. The teacher tells the students what they need to know and assesses their mastery through assignments and tests. As the students grow, the teacher’s role switches from a provider to that of a guide. He or she facilitates the students’ education by suggesting sources of information, ways to evaluate it, and uses of the information once it is acquired.
My goal as a teacher is to inspire. I want my students to develop a love of and thirst for knowledge that they will carry their entire lives. I believe my role as a teacher is made up of parts of many other roles. I am part parent, part counselor, part confidante, part advocate, part disciplinarian, part sounding board, part drill sergeant, and many others as well.
In my lessons, I try to involve my students as much as possible. I use classroom discussions in all of my classes. This not only gets the students thinking about the material being presented, it also helps them become more comfortable speaking in front of their peers. I use webquests to guide my students in conducting their own background research on various topics. I also give them creative assignments where they can use their imaginations. When I do have to present information, I try to make it as entertaining as I can to keep the students engaged. I try to learn what interests my students so that I can tailor my teaching methods and activities to include those interests.
I treat all of my colleagues with respect. But I also treat the students with respect—all of the students, not just the ones in my classes. For example, faculty is allowed to cut in line at lunch, and many of my colleagues do. I choose to wait in line with the students. Several have asked me why I don’t cut when I can. I tell them that I feel it’s disrespectful to them. They are hungry just like I am and get the same amount of time as I do. Besides, I think it’s hypocritical to tell the students not to cut in line when I’m doing that very thing. I have learned that even the most belligerent student will do as he’s asked when he’s treated with respect. I expect to be treated the same way, by both faculty and students. When I am not, I calmly give immediate feedback.
Written Educational Objectives
I think it’s important to have our educational objectives in written form so that they are more concrete. In education classes, we’re taught to begin lesson plans with the end objective. Knowing what the ultimate goal is allows a teacher to be sure that all the elements point toward it. In other words, you need to know where you want to end up before you figure out how to get there.
Informator vs. Automator
I liked what November said about having specific purposes for using technology (such as forming relationships). I thought it was interesting that he said technology plans should be a thing of the past. I kind of agree. Many districts implement technology just for the sake of having it. They plan what they’ll get and where it will be located and who will have access to it, but they rarely plan how it will be used to improve the educational process.
I believe that education goes far beyond what one is taught in the classroom. In addition to the basic knowledge, education teaches students social skills that they will use throughout their lives. Education does not stop when the school day is over, nor when the student receives his or her diploma.
I believe that the purpose of education is twofold: first, it is a lifelong process that allows people to continually add to and update the knowledge they already possess; second, education prepares students for living and working in the “real world” after graduation.
It is the learner’s responsibility to take in as much information as possible. He should learn (with the help of parents, teachers, and other role models) how to evaluate that information to determine its value and validity. He should also learn to seek out information when it is not readily available.
The role of the teacher changes as the student grows and matures. At first, the teacher is the provider of information and knowledge for his/her students. The teacher tells the students what they need to know and assesses their mastery through assignments and tests. As the students grow, the teacher’s role switches from a provider to that of a guide. He or she facilitates the students’ education by suggesting sources of information, ways to evaluate it, and uses of the information once it is acquired.
My goal as a teacher is to inspire. I want my students to develop a love of and thirst for knowledge that they will carry their entire lives. I believe my role as a teacher is made up of parts of many other roles. I am part parent, part counselor, part confidante, part advocate, part disciplinarian, part sounding board, part drill sergeant, and many others as well.
In my lessons, I try to involve my students as much as possible. I use classroom discussions in all of my classes. This not only gets the students thinking about the material being presented, it also helps them become more comfortable speaking in front of their peers. I use webquests to guide my students in conducting their own background research on various topics. I also give them creative assignments where they can use their imaginations. When I do have to present information, I try to make it as entertaining as I can to keep the students engaged. I try to learn what interests my students so that I can tailor my teaching methods and activities to include those interests.
I treat all of my colleagues with respect. But I also treat the students with respect—all of the students, not just the ones in my classes. For example, faculty is allowed to cut in line at lunch, and many of my colleagues do. I choose to wait in line with the students. Several have asked me why I don’t cut when I can. I tell them that I feel it’s disrespectful to them. They are hungry just like I am and get the same amount of time as I do. Besides, I think it’s hypocritical to tell the students not to cut in line when I’m doing that very thing. I have learned that even the most belligerent student will do as he’s asked when he’s treated with respect. I expect to be treated the same way, by both faculty and students. When I am not, I calmly give immediate feedback.
Written Educational Objectives
I think it’s important to have our educational objectives in written form so that they are more concrete. In education classes, we’re taught to begin lesson plans with the end objective. Knowing what the ultimate goal is allows a teacher to be sure that all the elements point toward it. In other words, you need to know where you want to end up before you figure out how to get there.
Informator vs. Automator
I liked what November said about having specific purposes for using technology (such as forming relationships). I thought it was interesting that he said technology plans should be a thing of the past. I kind of agree. Many districts implement technology just for the sake of having it. They plan what they’ll get and where it will be located and who will have access to it, but they rarely plan how it will be used to improve the educational process.
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