Monday, July 22, 2013

Reflection of Twitter


      My experience with using twitter has been challenging, but beneficial for several reasons. First of all, I am technology challenged. I am use to using email only. I learned how to text (minimally) when my daughter left for college; it became our means of communicating with her. So, it was very intimidating because I was thinking that if I made a mistake that I would not be able to correct it, which everyone would see. Next, it was quite time consuming for me, at first. However, I have gotten better at tweeting and each day becomes easier, which increases my chances of continually using twitter. Also, I am able to stay up-to-date on educational information. Additionally, it allows me to collaborate with other educators about specific issues and concerns which can improve my abilities to assist my students in becoming life-long learners.
       Next, I could use twitter for my professional development and/or for my classroom in many ways. For example, I can use twitter as a form of communication.  In the classroom, I can keep parents updated on what is happening in class, as we engage inquiry based lessons by providing pictures of students in action and tweeting reminders about their children’s assignments. Also, I can send those reminders to the students. Additionally, I will be able receive responses and any other type of feedback from my parents and students to resolve any issues or possible issues or concerns. Moreover, twitter has provided me some valuable information for professional development. For instance, I was able to learn more information about “common core,” which I am using to develop my lesson plans for school year 2013-2014. In fact, I have learned more about “No Child Left Behind,” to make sure my fellow teachers and I are in compliance. Therefore, I know I will continue to use twitter because I will receive valuable information to help me become a better teacher.
       Furthermore, there were several tweeters and hashtag searches that were quite beneficial for me for several reasons. First, Education week is one of my tweeters that I love following because I can get the latest educational information, such as the Education Bill. For instance, I learned more information about the Education Bill and effective ways to improve my classroom management skills; just to name a few things.  My second tweeter is Arne Duncan. I like following him because I was able to find out how other issues affect education and how different districts are working with less but still able to provide a quality education for their students. Also, it allows me to see him as being virtually approachable and not just the United State Secretary of Education; he is actively involved in making our education system better. My second tweeter is Bill Nye, “The Science Guy.” I have learned more science information and some I will be using this school year regarding Science, Technology, Engineering and Math (STEM).  Moreover, the tweeter, Nancy Blair, an education consultant, was very helpful. I received information from her tweeting about the best or favorite communication tools to use in the classroom; such as Google Doc, Edmondo, and our very own “twitter.”   In addition, I found the “Edudemic” which is a great way to get information about integrating technology that educators can use to enhance learning for students.  To add to this, the hashtag search of “#teachers,” increased my opportunity to obtain more strategies, techniques, and technology tools to use in the classroom. Finally for these reasons, twitter has been challenging but the benefits are continuing to outweigh the challenges. So I will continue to use twitter; no doubt my students and I will benefit from it and continue our learning process throughout life.

Monday, July 15, 2013

Tweet of the Week

Assistive Technology Project

1. Mild disabilities Students with mild disabilities may use assistive technology such as productivity software. If the students are having problems reading, they can use Wiz Cam’s Quicktionary Reading Pen. Also, they can use Don Johnston’s Co: Writer and Write Outloud program to assist with writing. Additionally, the students can use math games and graphing software if they are having problems in math. Finally, if the students are having problems spelling, they can use a dictionary or word bank.

2. Moderate and severe disabilities Students with moderate and severe disabilities can use a variety of assistive technology tools. The students can use special software to help them learn and reinforce life skills. Also, they can videos to help them learn different tasks or behaviors. Additionally, they can use interactive programs on the computer by having an alternative keyboard. Finally, they can use programs that have been integrated into the curriculum by their teachers through companies like AbleNet.

3. Physical disabilities Students with severe physical disabilities can use a wheelchair that is powered by a joystick. Also, the student may have a special computer which is operated by a joystick. Additionally, they may have an alternative keyboard. Finally, they may or them to use special switches that allow them to operate a computer.

4. Sensory disabilities There are several types of assistive technologies which can be used for the student with sensory disabilities. First, if the student is blind, he/she could use a cane or sensor assistive technology to help them move and navigation in their environments. Also, the student could use tools that convert the person is only printed information into audio information. Additionally, scanners and screen readers could be used as assistive technology. Moreover, if the student is partially sighted, information could be enlarged or the contrasted can be changed. Next, the student can use a closed circuit television magnification system. Finally, the deaf student can use technology that is available in multimedia format and FM amplification systems can be used.

5. At-risk behaviors/situations I would use assistive technologies for at-risk behaviors/situation that are unsuccessful in school. For example, maybe the student needs help keeping track of his/her homework assignment, tests, projects, and quizzes. I could use the assistive technology such as a reminder service or a specialize prompting devise. Also, I can allow the student to use online student organizer which has built in reminders. Additionally, I allow the student to use a calculator if math is a weak area for the student. Moreover, I can use a word bank if spelling is a challenge for the student. Finally, use assistive technology as a way to motivate the student, for example, allows the student use Trackstar (a lesson developed by me to help the student understand the concept using technology at a different pace). Gain a better understanding of the objective.

6. Gifts and talents I would use assistive technologies for gifted and talented students based off of the Pyryt’s approach (Pryryt’s P’s). For example, one assistive technology web program I would use is NorthStar Math. This assistive technology program allows the gifted student to start out by taking a diagnostic test and proceeding with prescriptive instructions. This assistive technology web program will give the student time to develop his/her critical thinking (processing) skills. Next, the student will be able to do what they love learning about (passion), in this case math. Also, once the student has mastered a certain objective, he/she will be allowed to explain what he/she has learned and how this is useful in his/her everyday life in a presentation using a multimedia program (blog possible). Also, he/she will be responsible for responding to his peers’ comments. Reference Roblyer, M .D. & Doering, A.H. (2012). Integrating Educational Teaching Technology into Teaching (6th ed.). Boston, MA: Pearson

Discussion of Chapter 15

Educators must know the law and stay up-to-date with the changes as they occur (Roblyer, M .D. & Doering, 2013, p.400). This means that educators must constantly take courses, complete professional development training, and attend conferences (p.402). Also, they must know the definitions of assistive technology, impairment, disability, and handicap (p.400). Additionally, they must know what assistive technology is available and know how to use it ( p. 402). Finally, they need to be able to recognize what assistive technology the student needs and make it available for the student to use. (p.402).

Tuesday, July 9, 2013

Web 2.0 Resources



Summary of Classroom Usage of Web 2.0 Resources


     I used Globster to discuss classification. It was quite challenging for me; I had to keep editing I am not sure how difficult this will be for my students.  However, I found that Globster requires too much time to complete and so I am not sure if I will use it or not in the future. If I use Globster, I will have need a lot time which I do not really have.  Also, I am not sure how much this will enhance the students’ learning

     Animoto was easy to do complete. However, it was a challenge to get embedded. But I really like using this resource. I think I can use this with my students as a review without words but with music. I think they will really like this site. Also, I will have my students to use this site to make review videos.

     Overall, I have like most of the web 2.O resources. Also, most of these resources are very user freely and will add value to my lessons. Thus, this will keep my students motivated and engaged. Additionally, I can use these resources as supplements to my lessons which will help those students that require additional work. Moreover, twitter has been quite informative for me and I have been able to use a lot of site for my lesson plans for the next school year. Finally, technology is great if it adds value and is beneficial for my students.

Discussion of Chapters 6, 7, & 8


 

        In Chapter 6, Roblyer (2013) noted the importance of hypermedia concepts. Hypermedia is defined as, “linked media” or “interactive media” (p.173).  Hypermedia allows users to leave one item for another item by clicking on the linked item (p. 174).  Also, the types of hypermedia systems and commercial products were discussed. Additionally, hypermedia has improved the value of instructional software (p.174).    Moreover, the current impacts of hypermedia have enhanced learning in the classroom (p.176). Thus, it was noted that using hypermedia technology, students will be motivated to complete their assignments (p. 178). Also, if technology is not misused; it is great for providing addition assistance for students who need tutorial help (p.174).  Finally, when technology is correctly used, it is a good thing, and it can provide opportunities for students to improve their creativity and thinking skills (p.176).
      In Chapter 7, Roblyer (2013), focused on how distance education has evolved over time due to technology (p. 204). Now at universities and K-12 facilities, distance learning has taken center stage (p.204).  Distant learning can be very beneficial when the right combinations of delivery modes are used.  Also, there are some issues with distance learning. But the major issue is the high dropout rate (p.210).  There have been several research studies conducted to determine why there is such a high dropout rate for distance learning (p. 211).  It was noted that success may be dependent upon the student’s self-efficacy (p.213).  Additionally, it was stated that online learning programs are used as “supplemental education for students” (p. 212).  Most K-12 institutions use these programs for high risk students in the hybrid , which consists of having classes face-to-face and online (p. 212).  Moreover, the distant learning programs are very beneficial in rural school district that lack funds to hire or acquire teachers in high need areas such as physics (p.212).  Next, several integration strategies about web-bases lessons were discussed (p. 241). For example, using web-based lessons to improve and encourage writing  (p.242).  Furthermore, several web-based learning activities sites were provided (p. 245) along with guidance for “developing and implementing web-based programs and lessons (p.253).
       In Chapter 8, I learned about some activities and lessons that are web-based.  According  to Roblyer, these lessons and activities improve student learning but require a lot of time to use them (2013, p.238).  Also, Roblyer suggested using the questions “outlined by Coulter et al (2000)” to determine if the teachers’ web-based activities will benefit their student and enhance their lesson (p. 238). Additionally, there are four types of web-based activities that demonstrate how teachers can use these web-based activities (p. 238). First of all, teachers can use lesson plans which they download from online such as lessons plans from Alabama Learning Exchange (p.238).  Another type is lesson enhancement such as using “Goggle Earth to view the different biomes (p. 238).  There are completely online learning and curriculum sites such as the Georgia Virtual School (p.238).  The last types are online learning environments such as “The JASON Project (p. 239). Moreover, several sites for web-based lessons and projects were provided (p. 243).  Finally, a guideline was provided to help evaluate whether the content of the lesson plans are beneficial (p.256) and using this guideline, teachers can ensure that the    content will benefit the students.

Reference
Roblyer, M .D. & Doering, A.H. (2012). Integrating Educational Teaching  
        Technology into Teaching (6th ed.).  Boston, MA:  Pearson

Tweet of the Week

Tuesday, July 2, 2013

Discussion Relating the Content in Chapters 1, 4, 7, 11, & 12


        In Chapter 1, we were able to see the whole technology pie, so we can determine the best technology courses of action (Roblyer and Doering, 2013, p.4). Next, we were introduced to terminology and took a look at technology from the past (p.4). Afterward, we looked at technology issues in the present and future issues. One major issue of the present and future is digital access (p.19). We must make sure that all students have access to technology to make the education field equal (p.19).  Finally, other issues were discussed for example, legal and ethical issues (p. 18,
     In Chapter 4, I learned about the basic instructional software tools (p.113). These instructional software tools can increase   productivity, appearance, and accuracy if they are used correctly because they (p. 112). Moreover, the software tools allow for the users to interact and collaborate with others (p. 113).  Also, there are adaptations with these software tools which can be used by special needs students, so they can be successful (p.114). Additionally, these programs help teachers and students to make spreadsheets and presentations, save time, and stay organized. In addition, these tools will benefit the teacher, such as allowing the teacher to manage her gradebook and make spreadsheets. (p.148). Finally, these tools can allow the teacher to monitor the students’ progress and let the teacher know when the student needs additional remediation or other assistance.

     In Chapter 7, I learned about how distance education has evolved over time due to technology (p. 204).  Distance learning has taken center stage in K-12 and universities (p.204).  There are a lot of benefits to distance learning when the right combinations of delivery modes are used.  However, there are still some issues with distance learning regarding the high dropout rate (p.210).   In Chapter 11, I found several websites for engaging students in engineering topics through robotics (p. 320).  Additionally, I found websites that help involve students in scientific online inquiry (p. 320). Finally, in Chapter 14, I found information regarding sites for kids’ health and exploring the human body which will provide assistance to the students (p. 389).


Reference

Roblyer, M .D. & Doering, A.H. (2012). Integrating Educational Teaching  

        Technology into Teaching (6th ed.).  Boston, MA:  Pearson

 

 

Thoughts About Using Technology in the Classroom


 
     I have several thought about technology in the classroom. First, I do believe that carefully thought and plan must take place, so that the students will receive the maximum benefits from the technology. As, a teacher, I must not just have students using technology to check the block. I must use technology that will provide remediation or practice on an objective. Also, I can use quizlet to help student prepare for a test. Additionally, can use simulations of experiments such as frog dissection. This technology can help prepares students for the actual dissection on the frog or can be used for students who need an alternative. Moreover, I can use clickers to check their understanding of an objective and provide instant feedback. Finally, I can use technology to monitor student progress, help special needs students, and meet the needs of gifted students, too. Technology allows educators to meet the needs of all students and keep parents informed.

iPad Apps

1. Blogsy This app allows the users to update their blogs using the iPad. In the classroom, I would use this app for students to discuss science concepts to check their level of understanding. http://blogsyapp.com/

 2. Calculator for iPad Free This app allows users to do use their iPad as calculator in the standard mode or scientific mode. In the classroom, the students will be able to use this app to assist them with making mathematical calculations of results from experiments. Also, the students can add notes using this app. http://www.7thg.com/Products/FreeiPadCalculator

 3. Dropbox Users can access important files, photos, and videos anywhere with this cloud-storage service. In the classroom, the students will be able to use this app to access files (notes) for classroom lessons. Also, students can use this app to update electronic presentations when the technology classroom is unavailable. www.dropbox.com/iPad

 4. Paper This app allows users to have a virtual notebook (journal) where users can draw, write, and paint. In the classroom, the students will be able to use this app as virtual notebook instead of using a paper notebook (composition). Now, the students can always have their notebook on hand and they are using paper. http://howto.cnet.com/8301-11310_39-57514503-285/getting-started-with-paper-for-ipad/

How to Use iPads in the Classroom


Tweet for the Week

Tuesday, June 25, 2013

Tweet for the Week

Discussing of Chapter 3, 4, & 5


These chapters provided a lot of excellent information about technology instruments. For example, I have a better understanding of instructional software.   According to Roblyer, M.D. and Doering, A.H. (2013), instructional software is “designed specifically to deliver in or assist with the delivery of instruction on a topic (p.77). The main function of the instructional software is support learning which is based on the constructivism (p.79).  There are several software functions for integration strategies. It was noted that it is important that educators need to “determine the teaching role it serves and how it will fit in the instructional process” (p.80). Two of the programs that I used when I taught remedial math was drill and practice and the integrated learning system. I used drill and practice instead of worksheets because the students were really engaged during those times. It provided instant feedback, so the student could track their level of understanding. Also, the program, NorthStarMath, allowed me to monitor the student’s progress. I could see actually what he/she was working on and how well they did with that concept. Furthermore, the program would design lessons for the students based off of their levels of understanding of math concepts (p.105).

 In addition to instructional software, there are “three basic software tools” (p.113). These tools are useful when use correctly because they increase productivity, appearance, and accuracy (p. 112). Also, these tools allow for interaction and collaboration (p. 113).  These tools have adaptations that help special needs students to be successful (p.114). For example, there are programs that will help students who have “illegible handwriting, poor phonetic spelling, a physical disability that makes typing difficult, or difficulty translating  thoughts into writing” (p.114).  Additionally, these programs help teachers and students to make spreadsheets and presentations, save time, and stay organized. Moreover, these tools can help teachers to manage grade books, student data, and lesson plans. Furthermore, these programs allow for teachers to generate tests and rubrics which save the time (p.148). There are other programs that will grade the tests as the students are taking the tests which allow for instead feedback (p.150). Besides that, there programs that will generate individualized educational programs for special needs students. Consequently, there programs that will keep track of what task the students need to complete and what he/she has completed (p.151).  Finally, if educators know how to integrate these technology tools into the curriculum, they can truly benefit students and the teacher and allow the parents more opportunities to stay abreast of their children’s levels of achievement.

Reference

Roblyer, M .D. & Doering, A.H. (2012). Integrating Educational Teaching  

Technology into Teaching (6th ed.).  Boston, MA:  Pearson

Types of Instructional Software

  • Compass Learning Odyssey-Integrated learning systems
    • http://www.compasslearning.com/
    • I will be able to use this site because it supports the common core which covers the curriculum. This program will allow me to do a pre-assessment  to know  my students’ starting points.  Next, I can design or use assignments that will help them maintain or improve on those common core standards. I will be able to monitor the students’ progress and provide additional support if needed to help the students.
  • Quizlet -Drill and Practice
    • http://quizlet.com/ 
    •  I have used and I will continue to use this site with my students. I make quizzes and flashcards for my students to practice for their vocabulary tests and major tests on whatever course of study we are on during the year.  
  •  Spongelab Biology - Build-A-Body and Learn Anatomy-Instructional games  
    • http://www.fi.edu/school/math2/index.html 
    • I will use this site when I teach my human body and cell units to help to the students understand the concept. They will be able to understand the functions of the organelles of the cell and organ systems. Also, the students will be able to identify different types of cells and understand how the organ systems work together.  
  •   Cell Games-Tutorial  
    • http://wwnw.sheppardsoftware.com/health/anatomy/cell/cell_tutorial.htm 
    • I will use this site to help my students to learn parts of the cell and their functions. Additionally, I will use  it with any student that needs any additional assistance. For example, if a student needs to take  re-test, he/she will have complete this tutorial. This help me to know if the student understands the concept retesting.  
  •   Furry Family-Simulations  
  •   Open-end Math Problems-Problem Solving  
    • http://www.fi.edu/school/math2/index.html 
    • I will use this site to help students become or maintain proficiency with open-ended problem solving questions for measurements, data, statistics and probability which are important concepts in math and science. Also, I will require the students to explain in writing how they arrived at their solutions. This will help students improve their writing skills, too.