My Journey

Take a look at my ePortfolio which documents my journey through ED609: Instructional Technology in the Secondary Classroom.

The Evils of Sexting

Group 4 Prezi on the dangers of sexting.

You've Got...MAT

A video, inspired by You've Got Mail, documenting my tech-savvy skills.

My Two Cents...

A review of 8 technology tools and their appropriateness in the classroom.

Each tool is rated on a scale of 1 - 5.

delicious

• Score: 5/5
• http://delicious.com/
• Delicious is a web service that allows users to mark, save, and share bookmarks. I find Delicious beneficial as both an educator and student. , I have been unable to locate sites on more than one occasion because it did not occur to me to bookmark the URL. I am confident that fate will never occur again, particularly since I am a Delicious user. Delicious can be used in a number of ways in the classroom. Teachers can monitor student progress during research assignments by assigning students a deadline to submit a specified amount of bookmarks. Through networking, students can explore the bookmarks of the instructor as well as their peers and save relevant sites. The implementation of this tool in the classroom not only promotes the integration of technology, it also encourages organization and research skills.

Firefox

• Score:5/5
• http://www.mozilla.com/en-US/firefox/upgrade.html
• Firefox is a free, user-friendly web browser that fulfills many of the same tasks as popular browsers such as Safari and Internet Explorer. The tabbed browser allows the flexibility to navigate between several pages without logging out of open accounts, such as email or Moodle. Searches are made easy with the integrated search engine; simply click your desired search engine from the drop down menu. In addition to the attractive features mentioned, the icing on the cake is that Firefox provides swift results. This browser is often utilized to conduct searches for content material while planning lesson plans. I plan to use this browser in my classroom; the user-friendly interface may prove to be the most effective browser for students of varying ability levels.

Moodle

• Score: 4/5
• http://campus.uogdistance.com/
• Moodle is an online course management system used by the University of Guahan. The system enables online course access. Professors post assignments, grades, and quizzes. Moodle also consists of a blog and forum, allowing students and instructors the opportunity extend contact past the traditional lectures. I would use Moodle to communicate with my students through the forum and blog. I would also post assignments and grades. Overall, Moodle is a useful tool that reinforces the use of technology in education.

Google Applications – Google Docs

• Score: 5/5
• http://www.google.com
• Google Docs allow users the ability to create and share a variety of online documents. The options run the gamut, from word processing and spreadsheets to forms and presentations. This tool offers educators and students a myriad of benefits. The tool affords collaborations; users can share documents, spreadsheets, presentations. Users are able to view and edit projects simultaneously. Since the documents can be created and stored in the app, there is no need to email attachments. The app promotes technology and provides students with the computer skills needed for success in college and the workforce. In addition to the benefits mentioned, this tool is free. Purchasing packages such as Microsoft Word may be a barrier to many students and that is not the case for Google Apps. As an educator, I would require students share their assignments versus print. I would also use this tool during Cooperative Learning Groups. In closing, I view Google Docs as a valuable tool for teachers and students alike.

Ning

• Score: 2/5
• http://www.ning.com/
• According to their site, Ning is the social platform for the world’s interests. Ning also touts that they are the site that allows users to network and build relationships with like-minded people. The site appears attractive and the product descriptions make the services sound user friendly. I am curious as to how many users the service will attract once the revamped site launches on July 20, 2010. The site provides a number of benefits to teachers and students, particularly the opportunity to network with other users. The site affords student the opportunity to broaden their horizons. After navigating the site, I discovered several drawbacks that would prevent me from using the site in the classroom. The first drawback is the fee, although minimal. The cheapest product, Ning Mini, costs $2.95/month. The site advertises that this option is the easiest and quickest way to set up a social network of 150 people. Another drawback is the network size given high school teachers can have 150+ students. I would not use this tool in the classroom and would instead choose a free alternative.

Prezi

• Score: 4/5
• http://prezi.com/
• Prezi is a web-based presentation tool that uses a map layout. Presenters zoom in and out to show contextual relationships within the presentation. Prezi is free for public users with a maximum storage space of 100MB; a fee is charged to users who wish to keep their presentations private. Educators have the option of purchasing Edu Enjoy or Edu Pro to increase storage space and features. Users are not limited to store their Prezi online as there is an option to download the presentation. Another benefit is the share option; collaborators can access and edit the presentation. I believe this tool will be a great addition to multimedia lectures in the classroom. Prezi may prove to engage a student population raised on video games and MySpace. The only drawback is the learning curve. It will take some practice to gain competency and more practice to master Prezi. Thankfully, the site is full of tutorials and the manual is user friendly. In closing, Prezi is a free and exciting presentation tool that I highly recommend.

TokBox

• Score: 4/5
• http://www.tokbox.com
• TokBox provides users with a hassle-free web-conferencing service. Users can sign-up for a free account to participate in online video chat sessions, with up to 20 people at once, or send video messages. Not only is TokBox free, it does not require additional additional downloads and will work on a Mac or PC. Teachers can use TokBox to communicate with students during winter and spring vacations. Teachers can assign a number of activities that require students to send video messages, thus strengthening their technology and communication skills. The feature can also build bridges between cultures and countries. Teachers can network with counterparts across the globe to establish video chats between their students. I would recommend TokBox to future users and think it is a great technology resource to use in the classroom.

Weebly

• Score: 4/5
• http://www.weebly.com/
• Weebly is a free website creation site that touts their drap-and-drop editor as one of the main features. The site is user-friendly and novice techies, such as yours truly, do not need to know the latest skills or HTML codes to create their site. Teachers can create a free site-from start to finish- for their class. The class site will enable students and parents to keep up with assignments and other updates. The site, if maintained and user-friendly, will encourage communication between parents and the teacher. The site can also serve as a project for students. The assignment of a long-term project to create and maintain a website will promote technology in the classroom and provde an artifact for student portfolios. As a Weebly user, I did find the service user friendly. The only drawbacks include the limited number of templates, color options, and other features. In closing, the positives outweigh the drawback and I would recommend the site in the classroom.

change happens

This activity certainly proved to be a very daunting task. I thought I possessed proficient computer skills one week ago. That self-assessment was proven false the first day of class. The unfortunate reality is that I am not, and never was, proficient with the computer. I admit that I never thought ‘outside the box’ nor did I ever challenge myself to learn more about technology.

While challenging myself to utilize the tools introduced in class and subsequently think outside the box, I touched on Standard 2a of the International Society for Technology in Education’s teacher standard. This activity required that I design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity (ISTE, 2008). The lesson plan was designed to encourage students to evaluate their eating habits and challenge them to make healthy choices. The spreadsheet activity provided students with graphics to illustrate the discrepancy between their food choices and dietary guidelines. The students were also tasked with creating a healthy meal plan and documenting the nutritional content in a new spreadsheet.

I learned that technology could be incorporated in any lesson plan, given the appropriate learning targets and objectives. Technology can be used throughout the lesson plan, from the anticipatory set to the closing activity. The organization of a prepared lesson plan helps determine the appropriate and most effective media to utilize.

The preparation for this activity began with one of the first tools introduced in class, Delicious. The tool made it effortless to bookmark and tag relevant sites for my lesson plan. The shortcuts introduced expedited my searches, as well as time spent editing my blog and website. Finally, the introduction to the world beyond Google facilitated faster and relevant search results.

I disliked the amount of time spent on this activity. In hindsight, there is a lot that I would change in regards to time management. I would have created my lesson plan before I explored the fascinating and copious amount of website creators. I spent many hours exploring sites such as Moonfruit, Doodlekit, and Weebly. Finally, the amount of frustration I experienced was the least liked component of the activity.

As resistant as I was to in the past to tools foreign to me, I must admit that I am grateful for the introduction of these new skills. I appreciate that I know more about technology than I did a week and a half ago. I enjoyed the challenge to think outside the box and outside of my Google-based comfort level. I believe the new skills will enable me to ensure the diverse student population I work with are successful. According to the Center for Applied Research in Educational Technology (2005), multimedia and video techniques can improve reading comprehension and vocabulary for diverse learners in a variety of settings. The reality is that to be an effective teacher, I must continue to grow, learn, and increase my technology repertoire.

References

Nets for Teachers 2008. (2008). International Society for Technology in Education. Retrieved from http://www.iste.org/content/navigationmenu/nets/forteachers/2008standards/nets_for_teachers_2008.htm

Center for Applied Research in Educational Technology. (2005). Topic: Curriculum and Instruction. CARAT: Center for Applied Research in Educational Technology. Retrieved from http://caret.iste.org/index.cfm?fuseaction=evidence&answerID=61

Sky is the limit - The benefits of assistive technology

A revised lesson plan that is inclusive of the specific assistive technology device, dictated by the Individualized Education Plan, fosters the least restrictive environment for students with disabilities. Among other things, the least restrictive environment ensures that students with disabilities are equipped with the tools to participate in the lesson and meet objectives. In addition to the assitive technology device, it is critical to ensure that the furniture is of proper ergonomic design and position. Lastly, in order to ensure active participation from all students, the lesson plan should include multiple activities to support the unique needs and multiple intelligences of the students.

The revised activity allows for the opportunity for the exceptional student to learn in the classroom with his or her peers. The revised lesson plan utilizes a variety of strategies to ensure participation from all students. For example, a teacher would provide a buzzer, bell, or other device to signal the next contestant for a review game. As a student, I participated in many games that required a mad dash to complete­ a math problem on the board. A student who is not ambulatory may not have the opportunity to participate without accommodations.

As a teacher of students with assistive technology devices, I plan to incorporate more interactive activities. I also plan to increase the inclusion of technology in the classroom to allow all students the opportunity to learn through different media. In addition, identifying student leaders in the class to learn the functions of the AT device in order to mentor their peers may strengthen peer relationships and foster an interest in technology. Lastly, I would encourage and actively participate in available professional development to ensure that I am current on assistive technology.

I will utilize the following steps to plan an activity that is inclusive of students with disabilities. First, I will plan the objectives after identifying the standards and learning targets as well as reviewing the IEP of exceptional students in the class. During this step I will also identify and create the formative and summative assessments for the activity. Next, I will plan activities ensuring appropriateness. I will adjust the room arrangement if needed and obtain all necessary supplies. Then I plan to obtain and input all new material in the assistive technology devices. Finally, I plan to consult the assigned AT T/A (technical assistant) and consultant resource teacher in order to obtain feedback and additional resources if necessary.

I plan to evaluate a number of criteria in order to assess the appropriateness of the revised activities. First, I will assess student engagement. I will answer the following questions. Was the student actively engaged? Was the student an active participant? Next, I will look at existing data and compare with the student’s performance on this task. Does student performance reflect progress dictated by the unique goals and objectives stated in the IEP? Finally, I will assess student performance using a rubric in order to determine achievement of objectives.

References

Edutopia. (2007). Assistive-Technology: Enabling Dreams Assistive-Technology: Enabling Dreams. Edutopia. Retrieved from

http://www.edutopia.org/assistive-technology-enabling-dreams-video

I'm a blogger!

This is the first blog entry of my first blog thanks to the MAT program. Yikes.