Technology Integration: What I've Learned

What have I learned this term?  Where should I start??  I think the most important thing I have learned is that today’s students learn differently.  This course really opened my eyes to the fact that I need to change the way I teach them.  I know that I can’t always be the sole source of information and that I continually need to mix up how my students get information.  However, I realize now that I must step aside even more.  I must allow them to use technology to construct their own learning and be available for them when they need guidance from me.

In constructing their own learning, I must provide open-ended lessons that appeal to the many learning styles, needs and interests of my students.  In the past, this has not been the easiest thing for me to do. I have learned that by integrating technology, my job planning lessons becomes a whole lot easier.  By using the Web 2.0 (I didn’t know this existed prior to this class), my students will be able to use interactive tools and websites to complete projects that are unique to the individual students.  Because of my experience designing a webquest, I feel confident that I can provide my students with the types of lessons that will meet the needs of all my students.

I have also learned that Web 2.0 tools make it easier than ever for students to collaborate with one another.  Using wiki pages and Google docs allow students to work on the same document without having to be at the same computer, or continually email the document back and forth.  I can see multiple uses for this on the administrative side as well.  From now on, parent/teacher conference sign-ups will be done on a wiki page.  Gone are the days of sending reminders back and forth.  Parents will have a dedicated page to sign up, make changes if necessary and double check conference times. 

One of the wonderful benefits of the Web 2.0 is that many of the tools are free or available for low cost.  Before this class, I assumed we had to purchase costly software to be able to complete projects or use to “cool tools.”  This is not the case.  Our book provides a long list of resources, and although some may now be outdated, I know what to search for and how to search for it.  I have been actively searching for lesson plan ideas for years, and I don’t think I have come across the majority of the resources in our textbook.

I realize that social media can play an important role in the classroom.  Prior to this class, I was not a fan of social media and saw no purpose for it in the classroom.  I have totally changed my mind.  Teachers can use social media for such things as updating parents on what is happening in the classroom, informing parents of important events, providing students with assignment information and for displaying student work.  Many teachers also use social media sites as a way of conversing with parents.  To keep my practice fresh and up-to-date, I plan to search out blogs and social media sites related to education.  Many of these sites are free and provide tips, ideas and discussions to help make me a better teacher.

The assistive technology that is available for free or low cost can really make the difference for my students struggling with a disability.  There is technology available to help with virtually any type of disability.  Assistive technology can also enhance the learning experience of children who may need extra help in a particular subject area.

These are just some of the many things I have learned since beginning this class.  I will continue to search out new websites, apps and technologies.  I will take advantage of the IT people at school and all the resources they provide.  I now see technology as an opportunity to better myself and my students.

 

 

Equal Access to the Digital World

According to Williams and McClintic (2005), our public schools serve millions of children with special needs. The No Child Left Behind Act of 2001 (NCLB) and the Individuals with Disabilities Act of 2004 mandate that students with disabilities have access to the general education curriculum.  In order for this student population to successfully access the general education curriculum they must receive supplemental aids and services, or Assistive Technology (Dyal, Carpenter & Wright 2009).

Assistive Technology, or AT, is defined as any piece of equipment, or product system, whether acquired commercially, modified, or customized, that is used to increase maintain, or improve functional capabilities of individuals with disabilities (Assistive Technology Act 1998) as noted by Katsioloudis & Jones (2013).  In other words, AT devices help to remove the barriers that once prevented disabled students from accessing the general education curriculum.

Currently, AT is available to help most students and it doesn’t necessarily have to cost a lot of money.  According to McDonald-Peltier (Anonymous 2011), schools should not overlook the technology they already own.  Most school computers have basic AT already built in.   For example, Apple operating systems offer Universal Access, designed to help users with visual, auditory or motor-skill limitations.  Microsoft Word and PowerPoint are also inexpensive programs that allow teachers to modify curriculum materials.

According to Williams and McClintic (2005), digital textbooks allow teachers more flexibility in delivering the curriculum.  Digital materials can be read aloud with a screen reader, listened to with a portable player, converted to electronic Braille format or modified to meet the needs of the individual learner.  Digital readers also improve access to those students who are unable to physically handle a textbook.

The selection of AT is immense, and the possibilities are endless.  According to Newton and Dell (2011) there are opportunities for almost everyone, in almost every subject area.  There are inexpensive Apps designed to help students in content specific areas, math, world languages, literacy, note taking, executive functioning as well as Apps for students with severe disabilities, just to name a few.

Although it is becoming easier and more affordable to access new technology, school budgets continue to shrink, and the funding is not always available to purchase new technology.  Therefore educators need to work collaboratively, researching and sharing ideas in order to capitalize on all the benefits AT (which may be already owned) can offer our students.      

Newton, D. A. & Dell, A. G.  (2011). Assistive Technology.  Journal of Special Education Technology,

            26.2, 55-60.

Katsioloudis, P. J. & Jones, M. (2013).  Assistive Technology: Fixing Humans. Technology and

            Engineering Teacher, 72.7, 26-31.

Anonymous, (2011)  Assistive Technology Broadens Its Range.  Education Week, 31.1, 5.

Williams, J. M. & McClintic, H. (2005) Digital Technology Offers New Opportunities to People with

            Disabilities. The Exceptional Parent.  35.12, 34, 36-40.

Dyal, A., Bowden Carpenter, L. & Wright, J.V. (2009). Assistive Technology: What Every School

                Leader Should Know.  Education, 129, 3, 556-560.

 

 

 

What Exactly is the Role of Social Media in the Classroom?

Right off the bat you are probably wondering how on earth social media could possibly play an important part in the classroom.  I understand, for I was skeptical at first myself.  However, according to The Nielson Company (2010), as noted by Gayton (2013) the amount of time spent by students on social networks and blogs has experienced a 43% increase, occupying 13.5 minutes out of one hour of Internet usage time.  The time has come for educators to incorporate social media into the curriculum. 

In order to catch up to our already technology savvy students, educators are exploring different avenues for technology integration.  Heatley and Lattimer (2013) write about a teacher who is incorporating Twitter into her English class.  Using twitter helps those students who may be shy or hesitant to speak out in class.  Allowing students to answer her via a tweet gives this teacher a whole new perspective on what her students are thinking. 

Although the students using twitter in English class are well beyond elementary age, we can still use social media to enhance learning in the elementary classroom.  One social media site that I use quite often is YouTube.  According to Heatly and Lattimer (2013) the use of YouTube is an effective way to keep lessons interesting and unique, which will in turn increase student interest.  Teachers can also upload lessons or events onto YouTube for students to watch at home.

Facebook is a popular site that has potential for educational purposes.  As noted by Scott, (Prensky, 2010) states that Facebook provides the ability for people to connect with particular groups, view their frequent comments and reply to them as well.  A class may choose to follow a particular group related to what the class is learning about.  Such groups might be the astronauts at NASA, mountain climbers or explorers in the rainforest.  Facebook would allow students to get an up-to-date perspective on daily life, as well as ask questions or comments.

According to Scott, (2012) social media sites such as Twitter provide many benefits including: aiding in classroom management by allowing the teacher to post homework, send out reminders for up-coming events, post student work, create a library of uploads, share photos and provide a place for parent feedback just to name a few.  It is because of these reasons that I have decided to make Twitter part of my classroom.  All the schools in our district now have Twitter accounts, and I am sure that parents will quickly become accustomed to looking to Twitter feeds for the latest news and information.

Follow my class on Twitter at https://twitter.com/Mrshilarywalter

Gayton, Jorge (2013). Integrating Social Media into the Learning Environment of the Class-Room:

            Following Social Constructivism Principles.  Journal of Applied Research

            For Business Instruction, 11, 1

Scott, Shantel Marie (2012). Go Ahead…Be Social: Using Social Media to Enhance the Twenty-

            First Century Classroom.  Distance Learning, 9, 54-59.

Heatley, Elizabeth R., & Lattimer, Talana R. (2013).  Using Social Media to Enhance Student

            Learning.  Techniques, 88, 1, 8-9.

 

 

 

 

Our Trip Through the Solar System via a WebQuest

Hello Parents,
We are about to embark on a journey through the solar system.  But, due to budget cuts, we will not be renting space shuttles for the day, instead we will be taking our journey via a WebQuest.  What is a WebQuest you may ask?  A WebQuest is alternative to traditional instruction, (the teacher delivering information in the form of a lecture and then using a written test as an assessment.)  A WebQuest on the other hand, uses only the internet as the information source  It is a great opportunity for students to learn to navigate the web to find information, think critically and determine the information's credibility and worth.  In addition to a great learning experience, a WebQuest is meant to be fun!

In our case, the WebQuest is a guided exploration of the solar system.  I will act as a guide as students work at their own pace visiting selected websites to gather data.  Students will be asked to analyze, compare and critique the data in order to complete meaningful tasks.  These tasks require the use of real world skills that students will use throughout their lives.  Some of the tasks I will be asking students to complete include: graphing, comparing and presenting data.  Successfully completing these tasks will show that students both comprehend the new material and that they can apply it in different situations. 

I am excited to begin our journey.  I hope you will talk with your children about their trip through the solar system and everything that they are learning!

Animoto video in the classroom

Who would have thought that it would be so incredibly easy to create a video?  Coming from someone who in not very tech savvy, I would have thought it to be a major undertaking and never would have considered using it in my classroom.  After sitting down to make my own video with my 10 year daughter looking over my shoulder, I soon discovered how fun and easy it is to make videos.  (To my surprise, I did not need to drag out the video camera and spend hours trying to create a video about the solar system.) 

In a relatively short amount of time I created a video with some quick facts about the solar system.  Instead of the traditional construction paper and marker final project for the solar system unit my class does, I see using the video as an interesting and engaging alternative.  With the ability to post videos for our classroom community to view via a blog, my students would be creating videos for an authentic audience.  Students would be required to chose words carefully as the amount of text space is limited.  Students would learn to re-read and edit their work, for they would (hopefully) learn that when their work is will be viewed by others, it is important to produce quality work.

I have no doubt my students will be excited to make videos.  After I completed my first video, my daughter grabbed her laptop and has quickly compiled her own video collection.  




http://www.tagxedo.com/artful/7180353d21e242b3

Until this point in my classroom, Tagxedo was used solely to make cards for Mother's Day. After doing some research, I see how Tagxedo can be used as an educational resource. One way is to use Tagxedo to aid those children who need a visual reinforcement of key words and/or concepts from text.  Another way this tool is helpful is that it can help students to notice the prevalence of important words or concepts before reading new text.  Students can also use it to cut and paste important concepts from text. Concentrating on locating key words and concepts will help students pay better attention, and hopefully better comprehend what they are reading. At the completion of the webquest, students can use the word cloud to check for understanding of key concepts and vocabulary words. 

Animoto Solar System video