I think the video presented to us for the final week of the course was a great summary of what this course was all about.
In my opinion, it is a great "selling point" on the use of technology in the classroom. My favorite line, can you teach without technology? Yes, but why would you want to?
Throughout this course, we have been exposed to many valuable tools and resources to use in our classrooms. How easy will it be to apply all of them. For many, as simple as it would be to use their classroom text. For others, it may be a struggle for various reasons.
Availability of technology in district may be one. Cooperation of administration might be another. However, whatever the obstacles might be in putting these resources to work, thanks to this course, we have been empowered to take our teaching and instruction to the next level.
Thursday, May 26, 2011
Friday, May 20, 2011
Week 15: Inclusion Video
The "Inclusion Video" we watched this week, was a re-visit of a video from Brian Crosby in week 9. When I posted my reaction to the video for that week, this happened to be the part that I mentioned.
This video came from the students' perspective of what Brian did with the class. I think the students did a great job explaining how and what they used skype for in their classroom.
I wish more districts could...or would take technology to that level, especially if there are students in need.
This video came from the students' perspective of what Brian did with the class. I think the students did a great job explaining how and what they used skype for in their classroom.
I wish more districts could...or would take technology to that level, especially if there are students in need.
Tuesday, May 17, 2011
Teaching and Learning: KWL
A few final thoughts on "Teaching and Learning in a Networked Classroom:
What did I Know:
This being my final course in my Master's In Online Teaching and Learning through Plymouth State University, I thought I knew it all.....was I surprised!
I do have to say that I did come into this course with many, many resources that I picked up from my other courses. I have most of them bookmarked, and organized (I think for now) at my Diigo account. I knew of many of the struggles that many districts face in getting to implement the Web 2.0 tools that are out there! I knew of them, because when I first started the series of courses, my district was one of them. I learned along the way how to help convince my district that these tools are not only valuable to the teachers and the students, but they can be valuable to the community as well. These tools can help our staff and students reach the community and help bridge the gap between the community and the schools. Not to mention...most are FREE! (I think that part helped)
What did I want to know when I started this class?
Going by the course description, I was hoping I would be given even more resources and practical uses for them in my classroom. I was also looking for ways to help reach some of my colleagues to try to get them on board.
What did I learn?
I learned how to create a podcast/screencast. I had been given the resources in my previous classes, but never took the time to get to learn how to use them. I have to say....A LOT easier than I feared! I created my screencast using Screencast-o-Matic. The requirements for the course were simple, basically could do whatever we felt comfortable with...which helped a lot! So, I presented a tour of my class wiki, which also served as my final project for the course.
Also, I utilized blogging more than any other online course that I have taken. I have to say, it took some getting used to..."talking" to people who really aren't there...nevermind babbling about yourself at times. I liked the format much better than a "final paper".
Great experience for my final course! :)
What did I Know:
This being my final course in my Master's In Online Teaching and Learning through Plymouth State University, I thought I knew it all.....was I surprised!
I do have to say that I did come into this course with many, many resources that I picked up from my other courses. I have most of them bookmarked, and organized (I think for now) at my Diigo account. I knew of many of the struggles that many districts face in getting to implement the Web 2.0 tools that are out there! I knew of them, because when I first started the series of courses, my district was one of them. I learned along the way how to help convince my district that these tools are not only valuable to the teachers and the students, but they can be valuable to the community as well. These tools can help our staff and students reach the community and help bridge the gap between the community and the schools. Not to mention...most are FREE! (I think that part helped)
What did I want to know when I started this class?
Going by the course description, I was hoping I would be given even more resources and practical uses for them in my classroom. I was also looking for ways to help reach some of my colleagues to try to get them on board.
What did I learn?
I learned how to create a podcast/screencast. I had been given the resources in my previous classes, but never took the time to get to learn how to use them. I have to say....A LOT easier than I feared! I created my screencast using Screencast-o-Matic. The requirements for the course were simple, basically could do whatever we felt comfortable with...which helped a lot! So, I presented a tour of my class wiki, which also served as my final project for the course.
Also, I utilized blogging more than any other online course that I have taken. I have to say, it took some getting used to..."talking" to people who really aren't there...nevermind babbling about yourself at times. I liked the format much better than a "final paper".
Great experience for my final course! :)
Monday, May 16, 2011
Week 11: Chapter 5
What is a lifelong learner? You would think that one who plans on dedicating their life to educating others (at any level) would be eager to learn more themselves. Unfortunately, this is not always the case. Professional Development is a struggle for many districts, administrators, and educators for many reasons. Time, money, and resources are a few of those reasons. So, how does one overcome these obstacles so that those in charge of learning, can learn themselves?
According to Web 2.0 New Tools, New Schools districts/administrators, those in charge of creating PLC's and Professional Development for teachers and staff should follow some guidelines to create quality, useful professional development opportunities.
1. Create Effective Programs (p. 102)
According to Web 2.0 New Tools, New Schools districts/administrators, those in charge of creating PLC's and Professional Development for teachers and staff should follow some guidelines to create quality, useful professional development opportunities.
1. Create Effective Programs (p. 102)
- Participant's reactions: Evaluate the programs offered.
- Participant's learning: What are the participant's beliefs toward teh topic?
- Organizational Support: Do they have the tools, services, and policies to support the training.
- Participant's use of new knowledge: Did participants implement what was presented?
- Student Learning: Did Professional development improveme student learning?
- Create a trusting environment: involve all memebers
- Eliminate confustion: Make clear the purpose of the PLC, what will be gained by participation?
- Create dialogue: Provide a venue for communication, short bios, questions, discussion boards, and chat. Create a place to share resources.
- Have teachers share: Allow for brainstorming. Show-and-tell sessions.
- Give contructive feedback: provide venue for feedback and reaction within the community.
Tuesday, May 10, 2011
Week 11-PLN
Day after day, week after week, my supervisor sends us link after link. Hard to keep track of indeed. I would just bookmark them into my favorites or email them to myself from my work computer, and IF I had time I would explore them later on. Then, eventually I would add them to my delicious account, then they wound up on my Diigo account.
Lunchtime, it became a running joke of how many links, emails, and resources we recieved in a day or a week. Don't get me wrong, the resources for the most part a great. (In my eyes at least) This is only because I am into that sort of thing. (Online tools, and Web 2.0) What I noticed during conversation with my colleagues was that they were having difficulty keeping track of everything, especially if our Supervisor asked us to reference it at some point, things were getting lost in the shuffle. I recommended delicious and diigo to my co-workers, and many commented that "they just didn't have time for that". So, with my Supervisors blessing of course, I created a network for our district's math and science departments. Check it out .
When I first sent the invitations, no one was responding, they thought it was going to have to be "just one more task to do, and keep track of". Finally, my supervisor bought into it, checked it out, and having the invitation coming from him, I had a few new members. I think once those that did join realized it was just a place to house all of those resources he was sending us, and there was nothing they needed to do but have access to it, they bought into it as well.
Not everyone has accepted my "invitation", but hey...it's their loss! :)
Lunchtime, it became a running joke of how many links, emails, and resources we recieved in a day or a week. Don't get me wrong, the resources for the most part a great. (In my eyes at least) This is only because I am into that sort of thing. (Online tools, and Web 2.0) What I noticed during conversation with my colleagues was that they were having difficulty keeping track of everything, especially if our Supervisor asked us to reference it at some point, things were getting lost in the shuffle. I recommended delicious and diigo to my co-workers, and many commented that "they just didn't have time for that". So, with my Supervisors blessing of course, I created a network for our district's math and science departments. Check it out .
When I first sent the invitations, no one was responding, they thought it was going to have to be "just one more task to do, and keep track of". Finally, my supervisor bought into it, checked it out, and having the invitation coming from him, I had a few new members. I think once those that did join realized it was just a place to house all of those resources he was sending us, and there was nothing they needed to do but have access to it, they bought into it as well.
Not everyone has accepted my "invitation", but hey...it's their loss! :)
Tuesday, May 3, 2011
Week 9: Outside the Box
Brian Crosby, a teacher of "almost 30 years" presents his "Back to the Future", project-based learning classroom.
The one quote that sticks in my mind from this video is that we need to "Empower kids to become learners, we have taught kids how to be taught, now we must teach them how to learn."
This statement is a great summary of this week's lessons. We have so many tools (most of them free) available to us as educators, that we no longer have an excuse not to reach every child in our classroom (and beyond our classroom).
"We have to help our students build a schema for the world, and not race them through school". All through this week's readings and videos, the one overall theme is that collaboration, and connectivitiy are the key to success for our students.
My favorite part of this video, was the introduction of the class to Celeste! Living with Leukemia she was not able to attend school because of her immune system. The district it seemed wanted to have her home instructed, Brian decided otherwise. What an awesome way to reach a child. The class was skyped to Celeste, and it seemed to me like she was part of the class from day one. Loved the way the students included her in the class picture!
This goes to show, that the possibilities are endless!
Week 9: "Unlocking the Toolkit"
Should public schools open up access to all web2.0 tools, including allowing students to blog, or watch youtube videos?
In the blog "Reinventing Project-Based Learning", Suzie Boss introduces an article in Edutopia about "Unlocking the Toolkit" and how safe is to safe? The "Tool Kit" being discussed is Web 2.0 and online resources.
How many times have you been surfing the net when you come across inapproriate materal accidentally by typing .com instead of a .org? These mistakes can seem innocent, but can lead to big problems in a classroom and in doing internet research/activities with students. Web filters and firewalls do a great job in preventing such "accidents" whether it be intentional or not. According to the "Children's Internet Protection Act" it is a district's responsibility to protect its students/users from being subject/accessing inapropriate visual depictions of material that is obscene, pornographic, and harmful to minors. Filters and Firewalls not only help with this, they often hinder useage of any site that may contain a keyword that can trigger material of such a nature. So, how do we go about utilizing the valuable, and necessary tools, while maintaining a safe learning environment?
"Befriend the Keymaster"
"Knowing who holds the keys and establishing a good working relationship with that person is one strategy for unlocking the Web 2.0 toolbox. Technology staff, not instructional experts, typically make decisions about Internet filtering." Also, it is important that you are prepared to justify the useage of any site that might be currently blocked by your district. Being able to explain the instructional purpose of any site can help you get things done and available!
"Innovate in Safe Places"
Often, teachers do not use Web2.0, software, or any new application out of fear of the unknown. I don't know of too many teachers who are willing to go out on a limb with technology. Comfort-level has a great deal to do with the successful use of technology in the classroom. A "virtual sandbox" is a great way for teachers to become comfortable with any new application they are asked to use. They provide a safe-haven where teachers can explore, and experiment with the software without fear of getting lost in front of the class. Also, without having fear of "messing things up", and not being able to fix or undo what they have done.
"Teach Digital Citizenship"
It is my feeling that the earlier students begin to use technology, the more comfortable they will be. There have been many times in a class where I have been using a new application with my class (I am the type that is not afraid to dive in) and I have hit a roadblock. I am never surprised to see that there are students who can not only help, but are excited to find out that "they knew more than the teacher". It gives them a GREAT FEELING. However, there have been times when my students feel that they know all there is to know about technology, and they don't need to be told how, when, where, and what to use. This is the wrong attitude. Just as it is a distrcit's job to provide security with filters and firewalls, it is my feeling that a district has a responsibility to teach its staff, parents, and students "Digital Citizenship, Netiquitte, and Internet Safety". There are countless resources out there.
http://www.digitalcitizenship.net/
http://www.digitalcitizenship.net/uploads/1stLL.pdf
http://www.netfamilynews.org/2010/04/help-for-teaching-digital-citizenship.html
http://kidshealth.org/parent/positive/family/net_safety.html
http://www.fbi.gov/stats-services/publications/parent-guide/parent-guide
http://www.netsmartz.org/Parents
http://www.albion.com/netiquette/corerules.html
"Advocate for Access"
Finally, once everything is in place, the security, the training, the comfort-level, and the curriculum, comes the biggest issue...Access. This brings the question of equity. Who choses who gets what and when? It is true that we have come a long way in terms of providing equal opportunities for access...but it goes without saying that we have a long way to go.
In the blog "Reinventing Project-Based Learning", Suzie Boss introduces an article in Edutopia about "Unlocking the Toolkit" and how safe is to safe? The "Tool Kit" being discussed is Web 2.0 and online resources.
How many times have you been surfing the net when you come across inapproriate materal accidentally by typing .com instead of a .org? These mistakes can seem innocent, but can lead to big problems in a classroom and in doing internet research/activities with students. Web filters and firewalls do a great job in preventing such "accidents" whether it be intentional or not. According to the "Children's Internet Protection Act" it is a district's responsibility to protect its students/users from being subject/accessing inapropriate visual depictions of material that is obscene, pornographic, and harmful to minors. Filters and Firewalls not only help with this, they often hinder useage of any site that may contain a keyword that can trigger material of such a nature. So, how do we go about utilizing the valuable, and necessary tools, while maintaining a safe learning environment?
"Befriend the Keymaster"
"Knowing who holds the keys and establishing a good working relationship with that person is one strategy for unlocking the Web 2.0 toolbox. Technology staff, not instructional experts, typically make decisions about Internet filtering." Also, it is important that you are prepared to justify the useage of any site that might be currently blocked by your district. Being able to explain the instructional purpose of any site can help you get things done and available!
"Innovate in Safe Places"
Often, teachers do not use Web2.0, software, or any new application out of fear of the unknown. I don't know of too many teachers who are willing to go out on a limb with technology. Comfort-level has a great deal to do with the successful use of technology in the classroom. A "virtual sandbox" is a great way for teachers to become comfortable with any new application they are asked to use. They provide a safe-haven where teachers can explore, and experiment with the software without fear of getting lost in front of the class. Also, without having fear of "messing things up", and not being able to fix or undo what they have done.
"Teach Digital Citizenship"
It is my feeling that the earlier students begin to use technology, the more comfortable they will be. There have been many times in a class where I have been using a new application with my class (I am the type that is not afraid to dive in) and I have hit a roadblock. I am never surprised to see that there are students who can not only help, but are excited to find out that "they knew more than the teacher". It gives them a GREAT FEELING. However, there have been times when my students feel that they know all there is to know about technology, and they don't need to be told how, when, where, and what to use. This is the wrong attitude. Just as it is a distrcit's job to provide security with filters and firewalls, it is my feeling that a district has a responsibility to teach its staff, parents, and students "Digital Citizenship, Netiquitte, and Internet Safety". There are countless resources out there.
http://www.digitalcitizenship.net/
http://www.digitalcitizenship.net/uploads/1stLL.pdf
http://www.netfamilynews.org/2010/04/help-for-teaching-digital-citizenship.html
http://kidshealth.org/parent/positive/family/net_safety.html
http://www.fbi.gov/stats-services/publications/parent-guide/parent-guide
http://www.netsmartz.org/Parents
http://www.albion.com/netiquette/corerules.html
"Advocate for Access"
Finally, once everything is in place, the security, the training, the comfort-level, and the curriculum, comes the biggest issue...Access. This brings the question of equity. Who choses who gets what and when? It is true that we have come a long way in terms of providing equal opportunities for access...but it goes without saying that we have a long way to go.
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