Exit Slip: #4

The group for Rethink: Chapter 3 presented after we took care of some housekeeping. The presentation focused on the skeptics' of technology. I enjoyed the presentation because it allowed me to realized how much of an enthusiast I actually am. Following the presentation, we did the postitives/changes chart which got me to thinking about the expectations I hold for me and my group members when we do our presentation. We reviewed our technology inquiry questions... I was excited that I didn't have to alter my question at all :)

We then began to look at the interactive whiteboard lesson. It looks like it's going to be really fun to do. Dr. Boyer showed us how to use the notebook software and different resources that can help us complete the IWB lesson. We also looked all of the criteria for this assignment. I think I want to do a lesson about history.

Rethink: Chapter 3

It was interesting to read about what skeptics of technology thought. I definitely found some of their thoughts well grounded while others were a bit outlandish. I'm sure there's plenty of teachers who are very adamant about using technology within their classrooms. While that's great and everything, but about the students who don't have computers at their home? I know what the statistics said in the book, but I would still worry about students who were underprivileged and didn't have a computer at home to do their work on. Of course I was aware that there are things that never can be taught by computers. Even after reading the skeptics' point of view, I don't  understand if technology is beneficial to the education of the students, to why not incorporate. It might not be best to have a bunch of different technology within a given classroom, but I fail to see why it wouldn't work to use some technological resources within the classroom and have homework non technology based. I know it said that teachers generally use whole class instruction to get their point across, but using stations or centers in a rotation process could be just as effective. The teacher would still be able to maintain a sense of authority while the students are getting the best of both worlds. The skeptics' concerns come from a good place, but I feel like they aren't being entirely fair to all the good and help that technology offers. We are in a time where we need to look at each child's individual needs and from there customize a plan to fit them. And it might incorporate technology.

As a result of this reading, I feel that I'm more aware of where skeptics' are coming from in regards to technology. I'm a strong believer in knowing both sides of a story therefore you are better able to form your own opinion. I feel that that's what has happened. I believe I'm better able to teach students because I know both the benefits and shortcomings of using technology in my classroom. As stated in previous posts, technology is meant to enhance our teaching abilities, not replace them. Why on earth would I keep from students from using technology if it was benefiting them and they had access to it? Answer: I wouldn't.

BWP: Chapter 4

While discussing wikis in one of my other education classes, I was lost as to why a wiki would be beneficial in the education process; why not just have all students keep blogs? I really liked that they put pictures of examples of wikis because it allowed me to understand that a wiki is very similar to our D2L set up. The only difference prior to reading Chapter 4 I saw between a wiki and a blog was that a blog generally only had one author while a wiki was a collaboration of everyone who wanted to participate. This made me remember being in high school and teachers telling us to not use Wikipedia because anybody can add, change or erase whatever they want to and that it's not a very reliable place to look for information. BWP taught me that Wikipedia is actually a good site to use when looking for information and that the actions of those trying to "vandalize" the site are normally corrected within a few hours. Using wikis within an educational setting allows students to actively participate in their education instead of the teacher being the dictator. Students being able to edit content as well as see how whatever they add might be edited gives a real hands on approach in the ways of constructive criticism. By reviewing such editing with your students, it might further enable them to understand why what they had written was incorrect. This has the possibility of leaving a lasting impression on the students of certain critiques they've been giving as opposed to the teacher just correcting a worksheet. Wikis have the capability to truly get the entire class involved in the learning.

I think I would probably try to implement a wiki within my classroom. I know they had talked about an easier "beginner" version, so perhaps something like that. And while many of my teachers tried to deter me and my peers from using Wikipedia as a reliable source, I plan to encourage my students to use it. This might sound like a stretch, but being an editor as one is when using a wiki, is very centralized (to me at least) around English and reading. If teachers were to use wikis not only in English, but in all other subjects, we'd be teaching our students to think more critically. One of the greatest things about using a wiki is that it gives you the opportunity to connect with people all around the world. What better way to instill tolerance and understanding in today's youth by learning about different cultures from the youth of those cultures?!

Exit Slip #3

We listened to three of our peers present on chapter 2 from our Rethink book. After their presentation we discussed about positives and changes for everyone to consider for presentations in the future. I learned about the importance of "wait time", and that we should allow 7 to 10 seconds for our audience to respond after we ask a question. We reviewed the benefits of using Google Advanced, which I definitely plan to use in the future.

We talked about the technology inquiry assignment. I think I want to do something about students with exceptionalities since that is a population that I have a great passion for. Dr. Boyer showed us a smartboard site that can assist us not only in this class but when we actually begin teaching as well.

Rethink: Chapter 2

While being in this technology class, I must admit that at times I am still a little skeptical of being able to greatly enhance our students' education with technology. Chapter 2 showed me just how wrong I really was. The list of enhanced capabilities (just in time learning, learner control, interaction, scaffolding, games and simulation, multimedia, publication and reflection) opened my eyes to how beneficial technology can be. Teachers learn about having to incorporate a variety of teaching methods to appease students different learning abilities. We are in an age where we need to start individualizing our instruction for each student. I'm starting to grasp why using technology within a classroom setting can allow our students to learn more than perhaps they might if everyone is just sitting in their desks listening to me lecture. There was one section in the reading that really made sense to me. It talked about "how much of school is like learning tennis by being told the rules and practicing the forehand, backhand and serve without ever playing or seeing a tennis match" (23). How can we expect our students to really value what we're teaching them unless we show them how it will help them in the real world. And what better way to do that than to use different outlets of technology?

I can say that before this class I probably wouldn't have felt very inclined to use technology in my classroom... what would be the point? But now, I feel that if we want to get our students excited about learning and have them feel that what we are teaching them really will help them one day, we are better able to illustrate the benefits using technology. I feel that there's few other options to explain to our students how having them do math, science, English, or history will help them be valuable members of society without the use of technology.
By using technology, students will not only have a better understanding of what they're learning, but I believe that they will actually want to learn.

BWP: Chapters 1-3

For starters, I guess I wasn't totally aware of how relatively new the Internet is. The first chapter opened my eyes to the struggle older teachers are encountering in this technology based environment. I find it incredibly important to take into consideration what tools and technologies were available to today's teachers when they first began their careers. A part of the reading I found both interesting and useful was the teacher's toolbox. I had heard about quite a few of these "tools" in the past but I didn't really have a clue of how beneficial they could be in a classroom setting. The reading really taught me about how to be more open and understanding to the types of technologies my future students are being raised using on a daily basis.

Chapters 2 and 3 gave me a crash course on web logs (blogs). Some extremely useful information I found was showing the reader what blogging was and what it wasn't. I think that this distinction can really help teachers understand how to effectively implement blogs, along with other technologies, within their classrooms. I think the author made a great point when she discussed that before teachers can have their students use technology within the classroom, the teacher must first. That's a lesson that I will try and practice when I become a teacher. 

Growing Up Online

Honestly, this video scared me. I'm not blind to the fact that students are now growing up in a technological age, but at the same time I feel that technology should only be used to enhance what the teachers are teaching not replace them. The two teachers they showed I felt were at opposite ends of the spectrum. The male teacher felt students needed to be almost entertained to engage them in the learning process. I totally disagree. If you go through all this work to have your students sit there and be "entertained" how are they ever going to be beneficial in society one day? On the other end, a female teacher who had been working for 30 years steered clear of using technology in her classroom. I disagree with that as well. It's about finding the right balance between incorporating technology into the classroom environment.

The images that stuck most with me from the video was of the girl with the eating disorder and of the young boy who committed suicide because of cyber bullying. I have no tolerance for people being mean to others, you never know how the words that you can say (or type) to someone else will affect them. I would make it my mission to instill into my students the idea that you don't have to get along or like everyone, but you will respect everyone. I would make sure to inform my students' parents the dangers that can be found within a computer. However, it doesn't have to come to that if parents begin open and honest relationships with their children about the proper uses of technology. By teaching our youth proper technology etiquette, we might not have to worry as much about the many threats that are posed and instead reap the benefits.

Site Evaluation

There were about five categories I looked at when evaluating whether or not a website is credible. 1. Who's the author? Is it a name you might recognize? Is it even listed? 2. Is the site biased in any way? Instead of giving you the facts on a topic, you get a sense of trying to be swayed one way or the other. 3. What is the context of the site? Even if you know very little about the topic you're researching, there might be some completely outlandish information embedded within it that you know makes the website unreliable. 4. Are there any citations that support where this evidence came from? Are the links from these citations to actually see the sources? And finally, 5. Are there dates that tell you when the site was created and when it was last updated? It's important to view all of these categories as a whole and not just individually. Just because you might be able to find the dates of when the website was created and who the author is, doesn't mean you can just ignore the rest of the criteria and completely trust the site.

While researching the four sites, there were two that I felt could easily identify were not credible while the other two took a bit more digging. Take for instance the tree octopus website. I couldn't find an author or citations (just a long list of books about tree octopi) and it was last updated on the day that it was created. All the put aside, the mere context of a tree octopus should allow the reader to know they're looking at an unreliable site. The second site focused on Martin Luther King Jr., which didn't offer an author, citations or dates. Again, just skimming over the site showed extreme bias, where a part of the site discusses Jewish companies being promoters of "hate crime". Such a site shouldn't be taken as the truth. The Explorers site was difficult for me. While skimming over, I found authors with information about them, links to references and when the site was last updated. Then I actually started to read the information and found that the context didn't make sense (explorer in the 1500's getting his armor from eBay.com?) And finally, the DHMO site looked pretty reliable at first. It looked like there was SO much good information. I could find an author and the date it was last updated, but I couldn't find any citations to support what I was reading. What set me off was all the links to click on to donate money to "the cause". There were Mastercard, Visa, and Paypal logos all around the site, causing me to believe there was some bias involved.

This activity showed me that sometimes you have to do a little digging in the right places to find out whether or not you can trust the sources you are looking at. In a time where technology is becoming increasingly prevalent in our schools, we need to make sure our students know that you can find great information online, but that you need to know how to filter out the good sites from the bad.

Rethink: Preface & Chapter 1

I really liked how at the beginning of chapter one it began listing approximately 10 different scenarios in which technology had been a positive factor in a variety of people's lives. While I was aware of how beneficial technology is, these different situations opened my eyes to the truth that there isn't just one type of technology nor one specific way that lives can be enriched and improved due to the Knowledge Revolution. I completely agreed with the statement that read "The changes sparked by the Knowledge Revolution are neither all good nor all bad" (pg. 6). While I do worry that sometimes technology is beginning to be the center point in our youth, I also understand the importance of working with what the students will be able to relate with.

I am a bit torn on how I will react to this technological revolution. I believe the technology should really only be used to aid an educator, not replace them. I intend to use a variety of different technological tools to be able to educate my future students but to also keep in mind that I need to pull my own weight; I can't leave it to advances in technology to be the sole reason behind a student's learning.

Exit Slip #1

There were quite a number of things I felt I learned today. Number one being grateful for a professor who goes through and explains things. The homework schedule makes more sense now. It's surprising how effective silence can be; allowing us to think of questions that need answering. 

Now onto topics that were discussed in class. I remember having to do social bookmarking for only one class while I was in high school. Maybe it was because I didn't really like my teacher for that class and wasn't really paying attention, but I had no idea how incredibly useful social bookmarking can be. I found it very interesting that our delicious account is something that isn't only beneficial to us to complete the B contract, but as a tool when we begin our teaching careers. 

I've heard about wikis before but it's safe to say that I didn't really fully understand what they were until today. I thought it was really neat how if a student misses a class that there doesn't need to be any miscommunication between teacher and student, rather the student can take the initiative to look on the wiki to find out what they've missed. This way, I think it leaves more to the student to take care of their own grade then it does the teacher. While I'm aware that the wiki can do more than just a summary of the days events, I really liked the format that it was being used in. 

Reaction to Digital Autobiography

I spent the better part of an hour working on this assignment. While it wasn't a terribly time consuming activity, it was something I felt that required some focus. I had to put a bit of thought into decided what it was I wanted my autobiography to zero in on. It's not something you can just throw together in a matter of minutes.

After completing this task, I found that it wasn't incredibly difficult and that it was kind of fun. I feel that it relates to this class by effectively communicating to others about ourselves while using technology. In a way, it's almost a new age method to introducing yourself to classmates. Instead of doing the standard "Give your name, where you're from, and three things about yourself", you can now provide a neat visual aide.

I feel that this activity shows us all as future educators that there's more than just one method of going about things and that we are able to incorporate technology into different facets of our curriculum.

Digital Autobiography

http://www.photoshow.com/watch/bd8Sg9TK

ED 331: First Post

1. Technology is the use of electronics in order to convey an idea, thought, or concept.


2. Technological integration describes the uses of different electronics in order to accommodate all students throughout different curriculum. As an example, this might appear as students using power point to display a presentation.