Reflective Post

EME 2040: Intro to technology for educators has been a large eye opener. I had no idea that there was this many resources. I was aware that there was websites that connected standards, but we have gone far past that. 

     One of our learning outcomes was to evaluate and critique various tools, and I have certainly found out that through the internet and computers, there is a vast amount of tools. We can create, search, find, save, and build just about anything, and then have our students do it. We had hands on in designing web quests, our own website, blog posts, and working together for lesson planning. 

     Along with this comes boundaries, which were a little confusing and sometimes seemingly on the grey lines with different "if's," which was also apart of our learning outcomes. It is a very good idea to become very familiar with these, for yourself, and for your students. They will probably make all those mistakes, and as teachers, we have to be aware of all those to be able to guide them to success while avoiding legalities. To help deepen our understanding, and learn a bit from from what our colleagues have learned, through group discussions online. 

     The assignments, discussions, and activities allowed for good reflection, deeper thought processing, and reflection among peers. The book, as listed in the resources section below, provided guidance to the many different avenues open to us, as well as the struggles that we may face in utilizing what we have learned in our classrooms. In assessment of this information, we have been well directed, and given time for reflection, so that we have become prepared in a big way to incorporate much of what we have learned in our classes.

                   Photo credit to J. F. Clay. Retrieved from Flickr on April 26, 2016.

                   Photo credit to US Department of Education. Retrieved from Flickr on April 26, 2016.

                   Photo credit to Penn State Law. Retrieved from Flickr on April 26, 2016.

    These photos are like the journey our nation has made over several decades. We started with desks and teachers, then we moved into classrooms with computers, and now we often see business and college classrooms loaded with technology. What will be next?

Resources:

[Classroom picture]. (2009, January 19). Retrieved April 26, 2016, from https://www.flickr.com/photos/pennstatelaw/4074478013/in/photolist-7d3LmV-dh6wKJ-fDeyy7-fCUqnt-fCUqXR-fCWXbB-fCWZAD-fCUp8v-fCUnDX-fz1Br2-7PRDoF-9Vvu9v-9VyjPA-9VyjbA-9VyjvE-9VyjTf-9Vyj41-9Vvtxa-9Vvtmc-9VyiPG-8bdmTp-aA3fmG-6m6kmz-9wk9nE-fPgazB-9VvmGn-fPxH2s-9VvmpZ-9Vvn9c-9Vyc99-9VvmTc-9VvnrZ-9Vyd8y-mZqVhg-fPgapv-9Vydkj-9VvmyR-9VycoN-9wh8Gk-9Vycf9-9VydhG-9wh8Cx-mZsEeL-dNaoiR-mZsEhb-mZsDos-mZqXbr-axk7VN-mZqQxB-mZsFxN

Clay, J. F. (2009, December 10). Old School Room [Digital image]. Retrieved April 26, 2016, from https://www.flickr.com/photos/jamesclay/4178670540/in/photolist-7nfMaN-6rAWgD-3QJ2W2-dezfEq-3JEMgg-7ykGtj-q725vD-ruCgZF-jasPSj-dezhf6-dGf99E-2wpccb-4AmYai-8FwL8f-d1opJh-8FtyVe-9Vvt94-9Vvtu4-2X64cT-ct87Au-d79ZWm-9wh8EK-9wk9nU-fCXgd4-d1VENG-9Vyd41-9VycBb-cuDNSy-9Vvn5B-9wk9oG-c8wqZQ-9Vvmjz-9VvmYe-fDcgdu-fDex85-fCUoMV-7FwPct-fCXgac-mZqVqT-9VycXS-d79SjE-nwu4Lq-fDePRf-c8x2xw-canmwh-fDcgfS-9chSab-p68YQL-fCUGVt-7PRBqt

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.

US Department of Education. (2013, August 27). IMG03 [Digital image]. Retrieved April 26, 2016, from https://www.flickr.com/photos/departmentofed/9606671841/in/photolist-fCUGR8-fCWZHD-fDbYEh-fDewMJ-5poZvS-fCUquV-fCUGY2-fCWZP6-7PUWgY-fDeyCC-cigNHy-7d3LmV-dh6wKJ-fDeyy7-fCUqnt-fCUqXR-fCWXbB-fCWZAD-fCUp8v-fCUnDX-fz1Br2-7PRDoF-9Vvu9v-9VyjPA-9VyjbA-9VyjvE-9VyjTf-9Vyj41-9Vvtxa-9Vvtmc-9VyiPG-8bdmTp-aA3fmG-6m6kmz-9wk9nE-fPgazB-9VvmGn-fPxH2s-9VvmpZ-9Vvn9c-9Vyc99-9VvmTc-9VvnrZ-9Vyd8y-mZqVhg-fPgapv-9Vydkj-9VvmyR-9VycoN-9wh8Gk

Digital Blog #F

                 Maloy et al. (2013, pp. 146) also discussed the usefulness internet bookmarking. They point out how we tend to be distracted and easily sidetracked by visuals and other things that we find interesting, leading us away from what we were trying to find in the first place. As we all know, sometimes searching for what we want can be quite difficult, even though everything you want to know is on the internet now, but that is partly the problem now. Bookmarking saves time, keeps you from being distracted once you have found the pages you want, and saves time later when you want to return to that page. Any teacher knows that management, time, and organization are important to your saneness.

                Standards connector! What a great idea. Maloy et al. (2013, pp. 151) say that making a standards connector is a great way to get yourself prepared for the task of teaching. I completely agree with this idea. A standards connector is basically a special name for bookmarking according to the standards that you teach. When you find a useful site, you record that site next to the standard, so when you are ready to teach it, or need some quick review, you already have the websites available. They also state that you can have your class participate in connecting websites to the standard as well. Having the students would save you some time, especially if you set out guidelines for what they are looking for, and have seen many great examples. Another valuable resource/idea for a teacher that will make life simpler, especially in the long-run.

                Maloy et al. (2013, pp. 162) pointed out three things he believes makes a great educational website. The first is interactivity of the website, stating that interactions, whether demonstrations, searches, answerable questions, or analyzing data, etc., improves the learning of the participator. The second is exploration, and whether or not the user can take different pathways to learning, including different material. The last is engagement, and not only through the initial presentation, but also through storyline, mystery, characters that draw you in, or issues that are debatable. Knowing what to look for in a good website is helpful when trying to find sites for your class to use. You can save yourself from giving your class a website to use and then find out it’s not that great, because it’s missing one of these key elements, if you know what to look for from the start. I found this information useful. It’s also helpful to be reminded of these things, because even we can get side-tracked from the presentation, and not realize a lack somewhere else.

Click here for a chart for the above information made by Adam Short (2016).

Resources:

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.

Short, Adam (2016). Performed at www.gliffy.com

DIGITAL BLOG POST #E

               Maloy et. al. (2013, pp. 103-104) discuss the uses of digital pens. Up until this point, I have only heard the name ‘digital pen,’ but never really heard of its capabilities. There are cheap to expensive types, and the capabilities range from low to high with price. Even at the medium level, a teacher and school perhaps, could find this to be very useful. They would be able to write notes on a paper from their teaching podium, and it could be displayed on a Smartboard simultaneously. Even better, the program that comes with the pen could then save the file, since it was just converted to a digital format even though you were on a piece of paper. These could be sent to a place where your students could download or view the notes for the class. This could save the teacher a lot of work, make it simple to give them notes, by cutting several steps in the process. Even as students this could be very helpful. The most expensive pens can record what is being said, and be repeated back to you while referring the pen back to a position in the notes. If a student was confused about what the notes mean, they could place the pen on the notes, and what was being said by the teacher at that time could be repeated. That could also then be helpful to parents who may be confused about what was being taught as well. The implications of such a tool are likely to be undervalued at this point, considering the lack of people that I know that own them. I wonder if they can then convert what you have hand written into a typed format? If not yet, it seems it will come, where will technology be halted?

               In the text by Maloy (pp. 246-247), a critique of PowerPoint is given by an information theorist named Edward Tufte. He made several arguments, stating that analysis of statistics are often incorrect, verbal and spatial reasoning done is usually not very strong, and is more for the presenter than for the content. These comments seem to put everyone that uses PowerPoint on the same level, with the same objectives, and doesn’t seem fair or even balanced. There are always going to be bad teachers, and those who misuse or mistranslate information, and try to get others to have the same viewpoints as them. Then there will be good teachers who present the material unbiased, from multiple perspectives, and open the floor for discussions that will make the listeners think more critically. Teaching in this format seems very common, and one thing that he did mention that the audience is often bored because of the content, not the visuals. It does seem that the visuals from PowerPoint have become a more common feature of a class, and so if you’re looking to keep your students engaged, it will take more than a nice background. Content with pictures, video, etc., seem to be the way to go. He states also, and I wonder why, that the video, pictures, graphics, should be low resolution. When I see stuff that is low resolution, I think old, possibly outdated, and if it’s a new picture, I think it is not a great picture or video clip because of the quality. Will our students think the same thing, like “what are you trying to teach us with this video made by low end people.”

               Video in the classroom has been commonly found for many years. Maloy (pp. 251) points out a few of the reasons why it is so common, such as its availability, interest of students, resources, and unique learning experiences. It is true that even people in general spend at minimum several hours a week watching television. The best source for these resources appears to be the internet, where many videos have already been developed, and are standard driven. The ability to stream these videos with a few clicks is extremely useful for a teacher. Many sites already have the videos available by the standard which they cover, making it easy for a teacher to find an appropriate video, within their planning periods. Videos are great, but they definitely need to be engaging, and have good content. If the students are not engaged, a portion of them will not be pulling the information from the video like you would like them to. There are ways to help get them to pay attention, such as having questions for them to answer ahead of time, or finding videos that are very interesting, not dull and seem forever. Videos need hooks to, especially if the topic and planned demonstrations or footage is not enticing. Also, videos should add to what you are doing, support the teacher, and being up to date with quality is a factor to consider. Videos have been around for a while, and continue to get better, so it is likely that it will continue to beneficial for classroom support for years to come.

Click HERE for some pictures of the discussions above, which then if you click on the picture, will take you to a website with more information on it.

Resources:

Cloud 9 Communications. (n.d.). FORMS PROCESSING WITHIN SECONDS! Retrieved March 30, 2016, from http://cloud9communications.co.za/digital_pen_solution.htm

Giving Effective Reports Through Powerpoint Presentation. (n.d.). Retrieved March 30, 2016, from https://mightylearning.wordpress.com/2012/07/03/giving-effective-reports-through-powerpoint-presentation/

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.

Scholl, T. (2012, November 14). Best Video Sites For Educators & An Argument for Videos in the Classroom. Retrieved March 30, 2016, from http://teachercadettechnology.blogspot.com/2012/11/the-100-best-video-sites-for-educators.html

Short, A. (2016, March 30). Pictures of discussion. Retrieved March 30, 2016, from https://padlet.com/wall/2yow52ggmpj3

DIGITAL BLOG POST #D

               Maloy et al. (2007, pp. 210-211) discuss the impacts of social networking. They state that between 9-17 years of age, 96% use some sort of social networking. Even though this is widely used by young people, most school districts do not allow students to be using these networks during school. Common reasons for this is that they feel students will be distracted by these, and that it will also lead to inappropriate behaviors. I agree that many of the social networks should not be allowed while at school, unless a special room (on the net) was created for class discussions. We are all aware of the fact that social networks have been commonly used to talk badly about others, along with other inappropriate behaviors. If a teacher can monitor what’s being said, and even be apart, then it should be a helpful resource to many students. They also stated that many students resent these restrictions, but at this point in time, it seems to make sense.

               Learning communities online have opened up quite a bit of opportunity in the last decade. People are able to find sites of interest and share, discuss, and dig deeper, into these topics (Maloy et al, 2007, pp. 213). Students are able to contribute in their own way at their own time to a topic amongst a group of people who likely all have the same interests. This makes the students feel a part of something. It’s also noted that people learn from those they hang around with, and in this case, you have students learning from other students who have hopefully researched from the proper places. Teachers can use these communities to allow students to explore their topics, contribute information, and learn from each other. When these communities allow students to share their views, students begin to see others perspectives, and have to think deeper about what they believe. I agree that these communities are helpful and supportive to our goals. One thing they didn’t mention or suggest is the role of the teacher in these. I would assume that the teacher will help, to some degree, and where needed, guidance to the discussions to further the development of their students. I think it’s a good idea for classes to include these type of communities at least once for a project. It’s likely that some students that shy away from class, may feel more comfortable in this type of format. My biggest fear of these would be the lack of guidance or untrust-worthy content being brought forth.

               Technology is making a big impact on those that need accommodations (Maloy et al, 2007, pp. 280). Maloy et al present the idea that with technology, students with disabilities can be kept at the same as other students, instead of modification, by making adjustments to computer basted textbooks. They state that the language can be made appropriate for the learner, and for concepts, they can have hyperlinks to information presented in a way that they can easily learn from, and may do it at their own pace. I agree that technology can have a huge impact on those that are disabled in some way. With the ability to change the text, make it to the learning style of the reader, you will be able to help that child in a greater manner. As long as there are people who make this their job, do it for teachers, and it becomes easily accessible to them, then I believe it would work great. If teachers have to take the time to design these for each student, it probably wouldn’t be possible. The implications are great, and would also be helpful with engagement.

                                          Photo credit to Adam Short from Tagxedo

Resources:

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.

Short, Adam (2016). Performed by http://www.tagxedo.com/app.html?url=http%3A//adamts333.blogspot.com/&shape=Classic&orientation=Any

Digital blog post #C

Maloy et. al (2013, pp. 118-119) brought up a good point on the subject of search engines. They note that “knowing only how to find information is insufficient if teachers and students are to avoid becoming immersed in biased, faulty, or useless data.” Many learn how to find what they are looking for, but how many are paying attention to who and where this information is coming from. It wasn’t until college that I learned to pay attention to .com sites versus .edu, .gov, etc. Some sites, emails, amongst others may appear to have value at the initial viewing, but then may realize that it’s just a sugar coating. There is also the problem of keeping students from seeing sexual and other inappropriate conduct, as seen when looking for pictures even of the most innocent nature. What’s out there to help protect our kids, and will it really work?

                After reading further through the text, Maloy et. al (2013, pp. 126-127) discuss resources to help with the safety of students on the web and finding appropriate material easier. They pointed out a site called Razzul, which only allows access to sites appropriate for children ages 3-12, and also Net Nanny and netTrekker, which are programs that can “monitor, block, and report data.” They also discuss associations that give suggestions and tips to help keep your kids safe. The problem that I foresee here is that these things can be inviting, and so it’s not always the child knowing that they shouldn’t, but having the conviction and the desire to not go there that needs to be present. Installing one of these programs would probably make me feel more comfortable with what my students were doing. They also mentioned giving student’s access to sites preapproved by the teacher, which would also be useful. One problem that I ran into years back after trying to test a website blocker, was that it blocked even safe sites, and so that became frustrating. Hopefully, these programs have weeded out these problems.

               Evaluating online information can be very hard, and even harder to know if what you found is actually correct. Maloy et al (2013, pp. 128) point this out with a story of a class that researched how thanksgiving came about. At first they were hit with tons of websites, many of which didn’t have what they were looking for. After digging deep they were able to find other information that was left out of their textbook. When writing textbooks, an author cannot include every detail, they must decide what they think the readers should know. I believe that this leads to the problem of potentially biased information with details left out that someone may not wish people to know to sway them in a direction that aligns with some sort of goal or agenda. Material can be presented in a manner that seems good, where as another could discuss the same topic trying to prove it bad. Without proper background, true evidence, the full picture, or even morals that everyone can agree on, how do we teach and write material that allows students to make their own decisions? Is the information that we have been taught, true? Or have we been deceived into a certain way of thinking already, but think we are ok, and teach, never really having dug deep into the material that we think that we know.

Resources:

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.

Short, Adam (2016). Performed by www.wordle.net

Digital Blog Post #B

Chapters 3 & 4:

Concept 1:
      Maloy et. al. (2013, pp. 67-71) bring up a valid point. They discuss how teachers tend to teach how they were taught in the grade that they are currently teaching in. For instance, if in second grade they took multiple choice tests only, then they stick to that when they become a second grade teacher. If they were assessed using performance assessments more, then that's what they tend to use for their grading.
      I agree with their points. It does seem that many teach according to the way they have been taught. I am guessing its also a comfort zone, and people don't always want to branch out with new ideas, especially when teachers have been teaching a certain way for such a long time. I imagine that some teachers have over the course of their education a teacher that taught in a different way, and they decided that they wanted to follow suit. Does this change always stem from a better way of teaching, or was it simply a change from the norm that impacted the student to desire to teach in such a manner when they became a teacher is the question I would then ask. Change can often provide enough stimulation to boost attention spans. A simple place to notice this is in a game. How many versions of tag is there? Whether it be a new name, different way to tag, freeze, task to perform to return to play, elimination, or environment, the change of the game can often be inviting.

Photo credit to Adam Short from Bitstrips

Concept 2:
     In chapter 4, Maloy et. al. (pp. 87) discuss a technology based learning environment. In this type of set up, students may continue learning through the internet. The teacher could use a website to support students learning, offer extra material and resources, discussion questions, assignments, etc.
     Having this resource open to students is a great idea. Depending on the set up and time put into the website, could pull students in and provide valuable content to them. I have seen this work well for middle school students. If they were to miss a day, they could go log in, and view what they missed, make up any assignments, and be ready to return to class fully up to date. It also helps to provide students support who may have struggled during class. The teacher can also be able to touch on things that they may not have been able to get to during class. Also, students could be able to collaborate with each other.
     Potential issues and concerns are mainly the amount of time that may have to be put in to make this useful to students. Obviously, the more time put in, the more useful to students it could be, but at what cost. Teachers also need breaks, but often with the pressures of student performance connected to their performance, leads to teachers not taking needed time to themselves. What if there were staff members hired to support this learning environment.

                                              Photo credit to Adam Short from Canva


Concept 3:
     View from Prezi.


Resources:

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.

Digital blog #A-chapter 1

     Maloy, et al (2010 pp. 5), in chapter 1 state that teachers have a great opportunity to use computers and technology to engage students and change the learning environment in our classrooms. If you pull a clip, a picture, or music to a child's liking they often seemed intrigued to find out whats going on. Even the simplest or even kiddish videos can pull in an older audience. They become captivated. It seems that the authors are aware of this, and realize the potential to teach through this avenue and in the end, improve the learning curve. Some schools have began to integrate technology in a large way into their schools, and have seen success, such as www.youtube.com/watch?v=NsnsBzD5h0s. There are many ways that technology could be used, explored, and tested, and most likely leading to an increase in student engagement, thus more learning. Using technology in my classroom will help draw in those extra few students that find it difficult to stay focused. The use of music, video clips, and interactivity with a smart board, computer, iPad, or a laptop, can intrigue, hook, and captivate while being presented the necessary information for learning and growth. It is a win-win situation for the students and teacher. Watch the following video to view some current classroom environments, and hopefully many more:

    One problem that many have ran into when wanting to infuse technology and the classroom is resources. The authors (Maloy, et al, 2010, pp. 12-15) point this out, but did give data on the increase of technology over the past 20 years. There has been a significant increase. However, classrooms are still at a disadvantage with limited computers, iPad access, and even smart boards. My classroom is out doors, and a far distance from the school where there is no WiFi. The outdoor environment limits what can be hooked up and left out, placing a barrier with no simple solution. Indoor activities open a door to a possible computer/projector situation where instruction could be given and explained through the use of videos and YouTube clips. Teachers have to really think out what is going to give them the most "bang for their buck." Limited funding may lead to teachers not even trying, but with some time, thought, and some digging, there are ways to find funding to reach your technology integrating ideas.

    In chapter 1, the authors give the statistics for how technology is being used in schools, and furthermore in the classrooms (Maloy, et al, 2010, pp. 16). They stated that "only 30% of public school students use technology to perform measurements and collect data and 39% use technology to manipulate, analyze or interpret information." They then stated that teachers are mostly using technology for low level things such as emails and printouts. It appears that even with the technology that is already available, it is not being used to its fullest capabilities. I would expect that it is simply a result of lack of training, practice, innovative ideas, and forerunners surrounding them with great results to show for their technology incorporating efforts. New ideas don't always present themselves as easy to pick up, to convert to, and it probably makes teachers hesitant to try to convert to more technology teaching methods with a fear of over working and not seeing the results, and struggling to make it work. There are many new sites and resources that have come around in the past 5 years that have really begun to open the door for technology resources for educating students, with lessons in the standards that the teachers are teaching from. As these resources are improving and more easily available, becoming simplier, its expected that a shift has begun in classrooms, and is just a matter of time until these statistics found by Maloy, et al, will increase.

Resources:
Maloy, Robert, Verock-O’Loughlin,Ruth-Ellen, Edwards, Sharon A., and Woolf, Beverly Park (2010). Transforming Learning with New Technologies. 1st Edition. Boston, MA: Pearson Education, Inc.

Minnetonka Schools, 2015. Technology Improves Student Learning in Minnetonka Schools. Retrieved January 23, 2016, from https://www.youtube.com/watch?v=NsnsBzD5h0s.

Smart Classrooms, 2015. Collaborative Classroom Technology: Naturally SMART. Retrieved January 23, 2016, from https://www.youtube.com/results?search_query=Collaborative+Classroom+Technology%3A+Naturally+SMART.