This is my Blogfolio for IT365. Simply put, this is a compilation of all my assignments from my information technology class. It is the most important grade I will receive all semester in this class, so I hope I’ve done well. The blogfolio, or portfolio in blog form, should contain a link to all my assignments due in since January, a reflection of all the chapters covered this semester in IT365, a list of the NETS-T Standards, reflections of these standards, a final course reflection, and an “about me” post.
The assignments are listed in this blog in an artifact link on the left side of the blog posts and in a blog post so that one can go check my progress through the semester. The chapter reflections are posted so that my professor can check that I have kept my blog updated and kept up with assignments over the semester. The standards are posted to prove that I am aware of them and the reflections are posted to ensure others that I understand their meanings and know how to apply them. The final course reflection is posted to state what I learned in this class. The “about me” section was posted because it was the first assignment due in the blog. I posted these blog entries in order of how I thought they should be read. This means that I had to delete several posts and re-post them in order to have them in the order that I desired. If there is any confusion, one can simply go over to my blog artifact link on the left side of the blog to find any entry.
Wednesday, May 5, 2010
NETS-T Standards
1. Facilitate and Inspire Student Learning and Creativity
Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments. Teachers:
a. promote, support, and model creative and innovative thinking and inventiveness.
b. engage students in exploring real-world issues and solving authentic problems using digital tools and resources.
c. promote student reflection using collaborative tools to reveal and clarify students' conceptual understanding and thinking, planning, and creative processes.
d. model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments.
2. Design and Develop Digital-Age Learning Experiences and Assessments
Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETS•S. Teachers:
a. design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity.
b. develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress.
c. customize and personalize learning activities to address students' diverse learning styles, working strategies, and abilities using digital tools and resources.
d. provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching.
3. Model Digital-Age Work and Learning
Teachers exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society. Teachers:
a. demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations.
b. collaborate with students, peers, parents, and community members using digital tools and resources to support student success and innovation.
c. communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital-age media and formats.
d. model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support research and learning.
4. Promote and Model Digital Citizenship and Responsibility
Teachers understand local and global societal issues and responsibilities in an evolving digital culture and exhibit legal and ethical behavior in their professional practices. Teachers:
a. advocate, model, and teach safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources.
b. address the diverse needs of all learners by using learner-centered strategies providing equitable access to appropriate digital tools and resources.
c. promote and model digital etiquette and responsible social interactions related to the use of technology and information.
d. develop and model cultural understanding and global awareness by engaging with colleagues and students of other cultures using digital-age communication and collaboration tools.
5. Engage in Professional Growth and Leadership
Teachers continuously improve their professional practice, model lifelong learning, and exhibit leadership in their school and professional community by promoting and demonstrating the effective use of digital tools and resources. Teachers:
a. participate in local and global learning communities to explore creative applications of technology to improve student learning.
b. exhibit leadership by demonstrating a vision of technology infusion, participating in shared decision making and community building, and developing the leadership and technology skills of others.
c. evaluate and reflect on current research and professional practice on a regular basis to make effective use of existing and emerging digital tools and resources in support of student learning.
d. contribute to the effectiveness, vitality, and self-renewal of the teaching profession and of their school and community.
Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments. Teachers:
a. promote, support, and model creative and innovative thinking and inventiveness.
b. engage students in exploring real-world issues and solving authentic problems using digital tools and resources.
c. promote student reflection using collaborative tools to reveal and clarify students' conceptual understanding and thinking, planning, and creative processes.
d. model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments.
2. Design and Develop Digital-Age Learning Experiences and Assessments
Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETS•S. Teachers:
a. design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity.
b. develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress.
c. customize and personalize learning activities to address students' diverse learning styles, working strategies, and abilities using digital tools and resources.
d. provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching.
3. Model Digital-Age Work and Learning
Teachers exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society. Teachers:
a. demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations.
b. collaborate with students, peers, parents, and community members using digital tools and resources to support student success and innovation.
c. communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital-age media and formats.
d. model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support research and learning.
4. Promote and Model Digital Citizenship and Responsibility
Teachers understand local and global societal issues and responsibilities in an evolving digital culture and exhibit legal and ethical behavior in their professional practices. Teachers:
a. advocate, model, and teach safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources.
b. address the diverse needs of all learners by using learner-centered strategies providing equitable access to appropriate digital tools and resources.
c. promote and model digital etiquette and responsible social interactions related to the use of technology and information.
d. develop and model cultural understanding and global awareness by engaging with colleagues and students of other cultures using digital-age communication and collaboration tools.
5. Engage in Professional Growth and Leadership
Teachers continuously improve their professional practice, model lifelong learning, and exhibit leadership in their school and professional community by promoting and demonstrating the effective use of digital tools and resources. Teachers:
a. participate in local and global learning communities to explore creative applications of technology to improve student learning.
b. exhibit leadership by demonstrating a vision of technology infusion, participating in shared decision making and community building, and developing the leadership and technology skills of others.
c. evaluate and reflect on current research and professional practice on a regular basis to make effective use of existing and emerging digital tools and resources in support of student learning.
d. contribute to the effectiveness, vitality, and self-renewal of the teaching profession and of their school and community.
NETS-T Standard One Reflection
Standard: Facilitate and Inspire Student Learning and Creativity
Performance Indicators for Teachers:
Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments. Teachers:
a. promote, support, and model creative and innovative thinking and inventiveness.
b. engage students in exploring real-world issues and solving authentic problems using digital tools and resources.
c. promote student reflection using collaborative tools to reveal and clarify students' conceptual understanding and thinking, planning, and creative processes.
d. model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments.
Reflection:
As silly as it sounds, a teacher must actually be involved with his or her class when teaching. This seems like a silly objective, but it really isn't. Many teachers forget to participate with their students in the lesson. Giving information may be vital, but participating, learning with, and understanding the learning process of students is even more important. Using creativity in lesson plans and additional learning material promotes interest, creativity, and knowledge retention.
Artifacts:
• Concept Map
• Photostory
• Lesson Plan
Performance Indicators for Teachers:
Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments. Teachers:
a. promote, support, and model creative and innovative thinking and inventiveness.
b. engage students in exploring real-world issues and solving authentic problems using digital tools and resources.
c. promote student reflection using collaborative tools to reveal and clarify students' conceptual understanding and thinking, planning, and creative processes.
d. model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments.
Reflection:
As silly as it sounds, a teacher must actually be involved with his or her class when teaching. This seems like a silly objective, but it really isn't. Many teachers forget to participate with their students in the lesson. Giving information may be vital, but participating, learning with, and understanding the learning process of students is even more important. Using creativity in lesson plans and additional learning material promotes interest, creativity, and knowledge retention.
Artifacts:
• Concept Map
• Photostory
• Lesson Plan
NETS-T Standard Two Reflection
Standard: Design and Develop Digital-Age Learning Experiences and Assessments
Performance Indicators for Teachers:
Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETS•S. Teachers:
a. design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity.
b. develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress.
c. customize and personalize learning activities to address students' diverse learning styles, working strategies, and abilities using digital tools and resources.
d. provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching.
Reflection:
This standard focuses on the fact that students need to be taught about technology and that it applies to life and school in certain ways. As a student, I understand what students often feel when taught something in class and not seeing it apply to life. It can be very frustrating. This standard requires students be taught the application as well as the use.
Artifacts:
• Online Quiz, Rubric, Puzzle
• Photostory
• YouTube
Performance Indicators for Teachers:
Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETS•S. Teachers:
a. design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity.
b. develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress.
c. customize and personalize learning activities to address students' diverse learning styles, working strategies, and abilities using digital tools and resources.
d. provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching.
Reflection:
This standard focuses on the fact that students need to be taught about technology and that it applies to life and school in certain ways. As a student, I understand what students often feel when taught something in class and not seeing it apply to life. It can be very frustrating. This standard requires students be taught the application as well as the use.
Artifacts:
• Online Quiz, Rubric, Puzzle
• Photostory
• YouTube
NETS-T Standard Three Reflection
Standard: Model Digital-Age Work and Learning
Performance Indicators for Teachers:
Teachers exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society. Teachers:
a. demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations.
b. collaborate with students, peers, parents, and community members using digital tools and resources to support student success and innovation.
c. communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital-age media and formats.
d. model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support research and learning.
Reflection:
This standard relates to staying up-to-date with technology. Although this seems like something that could be ignored, it truely is not. By ignoring technological updates, your software could go out-of-date and you could be slaving away at stone-age type tools when an easier method has been developed one click away. It is vital that teachers remain up-to-date with technology so that students have the best available sources for information and learning.
Artifacts:
• Assistive Technology Tools
• Website
• Web Tools
Performance Indicators for Teachers:
Teachers exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society. Teachers:
a. demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations.
b. collaborate with students, peers, parents, and community members using digital tools and resources to support student success and innovation.
c. communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital-age media and formats.
d. model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support research and learning.
Reflection:
This standard relates to staying up-to-date with technology. Although this seems like something that could be ignored, it truely is not. By ignoring technological updates, your software could go out-of-date and you could be slaving away at stone-age type tools when an easier method has been developed one click away. It is vital that teachers remain up-to-date with technology so that students have the best available sources for information and learning.
Artifacts:
• Assistive Technology Tools
• Website
• Web Tools
NETS-T Standard Four Reflection
Standard: Promote and Model Digital Citizenship and Responsibility
Performance Indicators for Teachers:
Teachers understand local and global societal issues and responsibilities in an evolving digital culture and exhibit legal and ethical behavior in their professional practices. Teachers:
a. advocate, model, and teach safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources.
b. address the diverse needs of all learners by using learner-centered strategies providing equitable access to appropriate digital tools and resources.
c. promote and model digital etiquette and responsible social interactions related to the use of technology and information.
d. develop and model cultural understanding and global awareness by engaging with colleagues and students of other cultures using digital-age communication and collaboration tools.
Reflection:
This standard provides that students become responsible with technology for learning as well as recreation. It is vital that students understand that personal identity is a huge deal and that when it is stolen or abused, there can be serious consequences. Using online features suchs as blogs, social networking sites, or youtube seem harmless enough to begin with, but can really lead to a variety of problems for students, parents, and even teachers themselves.
Artifacts:
• Blog
• Youtube Video
• Turnitin
Performance Indicators for Teachers:
Teachers understand local and global societal issues and responsibilities in an evolving digital culture and exhibit legal and ethical behavior in their professional practices. Teachers:
a. advocate, model, and teach safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources.
b. address the diverse needs of all learners by using learner-centered strategies providing equitable access to appropriate digital tools and resources.
c. promote and model digital etiquette and responsible social interactions related to the use of technology and information.
d. develop and model cultural understanding and global awareness by engaging with colleagues and students of other cultures using digital-age communication and collaboration tools.
Reflection:
This standard provides that students become responsible with technology for learning as well as recreation. It is vital that students understand that personal identity is a huge deal and that when it is stolen or abused, there can be serious consequences. Using online features suchs as blogs, social networking sites, or youtube seem harmless enough to begin with, but can really lead to a variety of problems for students, parents, and even teachers themselves.
Artifacts:
• Blog
• Youtube Video
• Turnitin
NETS-T Standard Five Reflection
Standard: Engage in Professional Growth and Leadership
Performance Indicators for Teachers:
Teachers continuously improve their professional practice, model lifelong learning, and exhibit leadership in their school and professional community by promoting and demonstrating the effective use of digital tools and resources. Teachers:
a. participate in local and global learning communities to explore creative applications of technology to improve student learning.
b. exhibit leadership by demonstrating a vision of technology infusion, participating in shared decision making and community building, and developing the leadership and technology skills of others.
c. evaluate and reflect on current research and professional practice on a regular basis to make effective use of existing and emerging digital tools and resources in support of student learning.
d. contribute to the effectiveness, vitality, and self-renewal of the teaching profession and of their school and community.
Reflection:
This class really opened my eyes to all sorts of new technological advances for classrooms. I never knew that half the equipment available were useful in classrooms. Apart from obvious technology such as Microsoft Word and such, programs such as Inspiration and the use of websites really opened my eyes to new ways to teach students. Instead of just ordinary powerpoints and sent home newsletters, there are a huge variety of ways to contact parents and students at home without ever leaving your desk.
Artifacts:
• blog
• website
• web tools
Performance Indicators for Teachers:
Teachers continuously improve their professional practice, model lifelong learning, and exhibit leadership in their school and professional community by promoting and demonstrating the effective use of digital tools and resources. Teachers:
a. participate in local and global learning communities to explore creative applications of technology to improve student learning.
b. exhibit leadership by demonstrating a vision of technology infusion, participating in shared decision making and community building, and developing the leadership and technology skills of others.
c. evaluate and reflect on current research and professional practice on a regular basis to make effective use of existing and emerging digital tools and resources in support of student learning.
d. contribute to the effectiveness, vitality, and self-renewal of the teaching profession and of their school and community.
Reflection:
This class really opened my eyes to all sorts of new technological advances for classrooms. I never knew that half the equipment available were useful in classrooms. Apart from obvious technology such as Microsoft Word and such, programs such as Inspiration and the use of websites really opened my eyes to new ways to teach students. Instead of just ordinary powerpoints and sent home newsletters, there are a huge variety of ways to contact parents and students at home without ever leaving your desk.
Artifacts:
• blog
• website
• web tools
Chapter One Reflection
Chapter one was about technology and its uses in the classroom. This
is important because, though we have the available resources in our
country to use technology in the classroom, it is often not used for
much besides administrative purposes. Many school districts have begun
using technology in the classroom because it creates the ability for
students to learn using video, photos, and other web-related objects.
The internet is a wide and expansive place to relay knowledge.
Teachers should use the technology available to them in the classroom
because it opens up new ways for them to create and share lesson
plans. People from across the world can share lessons that they have
done with their students, comment on what worked and did not work, and
even provide ideas for what might make the lesson better. Teachers can
explore new cultures with their students because of this technology.
We learned about how to use the jump drives today. Although I already
know how to use jump drives (I work in a library and have numerous
questions about them), it was good to get a refresher lesson on them.
I think the lesson was a bit slow today because most of the students
in this class have either used a jump drive or could probably figure it
out on their own, and so a whole class period was not needed to run
over the material. However, for those that did not know, I’m sure it
was great to do that in class and not have to take time out of the day
to struggle through it on their own.
is important because, though we have the available resources in our
country to use technology in the classroom, it is often not used for
much besides administrative purposes. Many school districts have begun
using technology in the classroom because it creates the ability for
students to learn using video, photos, and other web-related objects.
The internet is a wide and expansive place to relay knowledge.
Teachers should use the technology available to them in the classroom
because it opens up new ways for them to create and share lesson
plans. People from across the world can share lessons that they have
done with their students, comment on what worked and did not work, and
even provide ideas for what might make the lesson better. Teachers can
explore new cultures with their students because of this technology.
We learned about how to use the jump drives today. Although I already
know how to use jump drives (I work in a library and have numerous
questions about them), it was good to get a refresher lesson on them.
I think the lesson was a bit slow today because most of the students
in this class have either used a jump drive or could probably figure it
out on their own, and so a whole class period was not needed to run
over the material. However, for those that did not know, I’m sure it
was great to do that in class and not have to take time out of the day
to struggle through it on their own.
Chapter Two Reflection
Chapter two was about computer hardware. The hardware of the computer
(as opposed to the software) is the physical part of the computer that
you can touch and break. There are three different types of devices
within the hardware category: peripheral devices, input devices, and
output devices. We also learned about memory, storage, and ways to
connect to the computer.
The devices that a computer uses to function are peripheral, input,
and output. Peripheral devices are components of the computer not
necessary for the computer to function such as printers, scanners,
mice, and keyboards. An input device for a computer is something that
brings information into the hard drive such as mice, keyboards, and
scanners. An output device is something that sends information out of
the computer like printers, speakers, and the computer monitors.
We learned about the computer memory and storage and learned about
which amounts are better. A larger amount of storage (which is
measured in bits which become bytes which become mega, giga, etc.
bytes). Ways to connect to the computer is like USB, external
hard drives, and more.
(as opposed to the software) is the physical part of the computer that
you can touch and break. There are three different types of devices
within the hardware category: peripheral devices, input devices, and
output devices. We also learned about memory, storage, and ways to
connect to the computer.
The devices that a computer uses to function are peripheral, input,
and output. Peripheral devices are components of the computer not
necessary for the computer to function such as printers, scanners,
mice, and keyboards. An input device for a computer is something that
brings information into the hard drive such as mice, keyboards, and
scanners. An output device is something that sends information out of
the computer like printers, speakers, and the computer monitors.
We learned about the computer memory and storage and learned about
which amounts are better. A larger amount of storage (which is
measured in bits which become bytes which become mega, giga, etc.
bytes). Ways to connect to the computer is like USB, external
hard drives, and more.
Chapter Three Reflection
Chapter three was about computer software. Software differs from hardware in that the hardware is the physical components (like a body) of a computer while the software is the information that makes the computer work (like thoughts). When you first look into buying software for a computer, you must consider whether or not the software is compatible with your computer and how pricey it is. Compatibility means that the hardware must be able to keep up with the software in storage and function.
It is important that we are aware of different types of software because availability and function need to be considered. A teacher (or consumer of any sort really) must ask themself "does this software work for my needs, and can I afford it?" If either answer is "no", the consumer should probably just step back and walk away.
Operating systems are important forms of software that every computer needs to function. The three main brands are Microsoft Windows, Apple Mac OS, and Linux. Of lesser importance are application software programs. These include spreadsheet programs, word processing programs, and web authoring programs.
Without software, a computer could not function correctly. It is a vital and integral part of today's technology.
It is important that we are aware of different types of software because availability and function need to be considered. A teacher (or consumer of any sort really) must ask themself "does this software work for my needs, and can I afford it?" If either answer is "no", the consumer should probably just step back and walk away.
Operating systems are important forms of software that every computer needs to function. The three main brands are Microsoft Windows, Apple Mac OS, and Linux. Of lesser importance are application software programs. These include spreadsheet programs, word processing programs, and web authoring programs.
Without software, a computer could not function correctly. It is a vital and integral part of today's technology.
Chapter Four Reflection
Teaching philosophy is a ridiculously important part of being a teacher. Without it, a person is less of a teacher, and simply a person who teaches. These may not seem like very different things, but they really are. A teacher is someone that has been trained and molded into the world of teaching. They live for teaching others knowledge and how to apply said knowledge in a beneficial way. A person that simply teaches is not doing so for any reason other than personal gain. A teacher is a teacher for the benefit of society and future generations.
My personal teaching philosophy is that the education of today’s youth is probably one of the most important careers anyone can have. Today’s youth is tomorrow’s leaders. A teacher must be properly trained and have an undying love for educating. They must have tolerance, patience, and a great sense of humor. Children can be very difficult and silly sometimes, and a person that is not prepared for such will not do well as a teacher for long.
A teacher without a teaching philosophy is like a musician without an instrument. You cannot properly reach your goals without your main tools. Although school seems to be tedious and almost too much work right now, I know that it is helping me form my personal philosophy on teaching, and that is one of the most important features of teaching.
My personal teaching philosophy is that the education of today’s youth is probably one of the most important careers anyone can have. Today’s youth is tomorrow’s leaders. A teacher must be properly trained and have an undying love for educating. They must have tolerance, patience, and a great sense of humor. Children can be very difficult and silly sometimes, and a person that is not prepared for such will not do well as a teacher for long.
A teacher without a teaching philosophy is like a musician without an instrument. You cannot properly reach your goals without your main tools. Although school seems to be tedious and almost too much work right now, I know that it is helping me form my personal philosophy on teaching, and that is one of the most important features of teaching.
Chapter Five Reflection
Blogs are usually known to be personal uses of online journaling. Almost as popular are blogs used for business. However, blogs, if used appropriately, can be used a major classroom tools, as well.
I think an important feature of modern classes should be class websites. A teacher should set one up at the beginning of each year (or adapt one that has been previous created) in order to keep in touch with students and parents and have easy access to assignments and due dates. A feature of the website should be a blog. A teacher could choose to set up a teacher blog and/or a student blog. An assignment for students could be to blog about one lesson each week on the website. This way, the teacher could figure out what needs to be concentrated on for each student. Making the student blogs anonymous for the public, but not for the teacher could really help with tutoring the students in problem areas.
Another way to use a blog in the classroom is to keep a teacher blog on the website. A use of this is for parents to be able to see what the teacher is teaching each week. They could then comment on the blogs, make suggestions for future lessons, and even note where problems have occurred with their child or children.
I think an important feature of modern classes should be class websites. A teacher should set one up at the beginning of each year (or adapt one that has been previous created) in order to keep in touch with students and parents and have easy access to assignments and due dates. A feature of the website should be a blog. A teacher could choose to set up a teacher blog and/or a student blog. An assignment for students could be to blog about one lesson each week on the website. This way, the teacher could figure out what needs to be concentrated on for each student. Making the student blogs anonymous for the public, but not for the teacher could really help with tutoring the students in problem areas.
Another way to use a blog in the classroom is to keep a teacher blog on the website. A use of this is for parents to be able to see what the teacher is teaching each week. They could then comment on the blogs, make suggestions for future lessons, and even note where problems have occurred with their child or children.
Chapter Seven Reflection
Digital images are incredibly important for classrooms for a variety of reasons. They can and should be used in lecture material, classroom artwork, and online.
Teachers tend to use a lot of lecture material for the classes. An increase has been seen in the PowerPoint presentation for lectures. Too often, a PowerPoint is left with simply text, leaving students bored out of their minds and not at all stimulated by the lecture. When a teacher adds digital images to the presentation, the students suddenly have a relatable image to connect with the text. Presentations flow better with images and are more aesthetically appealing.
Classrooms that do not have artwork hanging around the walls are not stimulating classrooms. These are not classrooms that students positively anticipate going to. These are boring teachers. When a classroom’s walls are covered with interesting artwork and encouraging posters, it is more likely that a student will learn and be excited about the knowledge that is being presented.
A teacher should have a website set up. It is an easy way to parents and student to connect with the teacher from home and allow access to assignments and due dates without having to directly contact the teacher. On this website, images should be used liberally, but with obvious application to the subject. Photos of students learning and clip art of the subject area should be used.
Teachers tend to use a lot of lecture material for the classes. An increase has been seen in the PowerPoint presentation for lectures. Too often, a PowerPoint is left with simply text, leaving students bored out of their minds and not at all stimulated by the lecture. When a teacher adds digital images to the presentation, the students suddenly have a relatable image to connect with the text. Presentations flow better with images and are more aesthetically appealing.
Classrooms that do not have artwork hanging around the walls are not stimulating classrooms. These are not classrooms that students positively anticipate going to. These are boring teachers. When a classroom’s walls are covered with interesting artwork and encouraging posters, it is more likely that a student will learn and be excited about the knowledge that is being presented.
A teacher should have a website set up. It is an easy way to parents and student to connect with the teacher from home and allow access to assignments and due dates without having to directly contact the teacher. On this website, images should be used liberally, but with obvious application to the subject. Photos of students learning and clip art of the subject area should be used.
Chapter Eight Reflection
Reflect on ways to integrate digital diagrams into their classrooms
Digital diagrams are incredibly important additions to the modern classroom. As true as this is, though, digital diagrams could actually hinder classroom learning if not used appropriately.
A digital diagram can be used in many ways. Firstly, it can be used in the form of a concept map to demonstrate how certain topics being taught relate to other topics. That way, students will be able to make the connection later on through memory.
Secondly, the digital diagram can be used so that the teacher can organize his/her information before teaching the class.
Digital diagrams are incredibly important additions to the modern classroom. As true as this is, though, digital diagrams could actually hinder classroom learning if not used appropriately.
A digital diagram can be used in many ways. Firstly, it can be used in the form of a concept map to demonstrate how certain topics being taught relate to other topics. That way, students will be able to make the connection later on through memory.
Secondly, the digital diagram can be used so that the teacher can organize his/her information before teaching the class.
Chapter Eleven Reflection
It is important that a modern-day teacher be able to integrate technology into the classroom learning scheme. There are a variety of ways a teacher can do this today, too.
Many teachers today use slideshows to teach lessons. It is an easy way to present small bits of information on a screen at the front of a classroom. As a student myself, though, I noticed that this is only a truly good method for students that are visual learners. If a student is forced to pay attention to what the teacher is saying and write notes based on what is said, the retention, for m at least, is much greater. When the notes are written on a PowerPoint, and the teacher goes back to it, a student does not have to listen critically to get the necessary information. Still, the technology is a great addition to the classroom.
Podcasts are also a really interesting capability that today’s teachers have. A teacher simply needs to record the lesson and add the podcast to their website for students to revisit at home. This is excellent for students that are forced to miss class and need to listen to the lecture to get the notes. Some teachers speak very quickly, as well, and students that can go back and listen to the lecture again have a higher probability of understanding the lesson. Not enough teachers use this feature yet, though, I’m afraid. It should become an increasing addition to classrooms soon enough.
Many teachers today use slideshows to teach lessons. It is an easy way to present small bits of information on a screen at the front of a classroom. As a student myself, though, I noticed that this is only a truly good method for students that are visual learners. If a student is forced to pay attention to what the teacher is saying and write notes based on what is said, the retention, for m at least, is much greater. When the notes are written on a PowerPoint, and the teacher goes back to it, a student does not have to listen critically to get the necessary information. Still, the technology is a great addition to the classroom.
Podcasts are also a really interesting capability that today’s teachers have. A teacher simply needs to record the lesson and add the podcast to their website for students to revisit at home. This is excellent for students that are forced to miss class and need to listen to the lecture to get the notes. Some teachers speak very quickly, as well, and students that can go back and listen to the lecture again have a higher probability of understanding the lesson. Not enough teachers use this feature yet, though, I’m afraid. It should become an increasing addition to classrooms soon enough.
Tuesday, May 4, 2010
Chapter Twelve Reflection
There are tons of awesome ways that teachers can use a classroom website for and with their students. Three ways include:
1. A teacher can use the website to get to know her students better. Pages can be implemented that allow for students to post "about me" paragraphs privately or publicly. This way, a teacher can get to know her students without wasting valuable class time at the beginning of the semester.
2. A teacher can give out assignments and extra credit through the webpage. Students regularly miss class, and by using a website, a teacher can ensure that any student with web access has the ability to access and to all probability complete homework before returning to school.
3. Students can ask for help without being embarrassed. A common problem for students is often understanding the homework. By using a website, a teacher can answer student questions with anonymity. This way, a student can ask needed questions without feeling inept or silly.
1. A teacher can use the website to get to know her students better. Pages can be implemented that allow for students to post "about me" paragraphs privately or publicly. This way, a teacher can get to know her students without wasting valuable class time at the beginning of the semester.
2. A teacher can give out assignments and extra credit through the webpage. Students regularly miss class, and by using a website, a teacher can ensure that any student with web access has the ability to access and to all probability complete homework before returning to school.
3. Students can ask for help without being embarrassed. A common problem for students is often understanding the homework. By using a website, a teacher can answer student questions with anonymity. This way, a student can ask needed questions without feeling inept or silly.
Final Course Reflection
In this class, I've learned a great deal about technology. Although there were several lessons that I thought were a bit unnecessary for college level students, there were several really interesting lessons. One lesson we had that I thought was really good for future use was the concept mapping lesson. I'd never heard of Inspiration before and just assumed there was probably some sort of difficult way online that you had to do concept maps. How wrong was I?
I think my strongest points in this class were my creativity and intelligence. Without these two things, I feel I would have struggled through every lesson more than I did. I think my weakest points in this class were probably my lack of time management. This has been a problem for all my classes this semester, but moreso for this class because I have a semi-cocky attitude about my capabilities to finish things on time.
My future learning goals are really personal improvements. I just need to buckle down and quit procrastinating with my homework or classwork. Simply put, I need to do assignments when they are given to me and not put them off until the night before.
I'm really excited to become a teacher because of all the advances in technology. I know that Smartboards will be a key tool in classrooms when I reach graduation level, and I really like what I see in this device. I also plan to use powerpoint, excel, websites, googlegroups, and other such software I learned about in this class.
I think my strongest points in this class were my creativity and intelligence. Without these two things, I feel I would have struggled through every lesson more than I did. I think my weakest points in this class were probably my lack of time management. This has been a problem for all my classes this semester, but moreso for this class because I have a semi-cocky attitude about my capabilities to finish things on time.
My future learning goals are really personal improvements. I just need to buckle down and quit procrastinating with my homework or classwork. Simply put, I need to do assignments when they are given to me and not put them off until the night before.
I'm really excited to become a teacher because of all the advances in technology. I know that Smartboards will be a key tool in classrooms when I reach graduation level, and I really like what I see in this device. I also plan to use powerpoint, excel, websites, googlegroups, and other such software I learned about in this class.
Thursday, February 18, 2010
About me:
My name is Rebecca Huddleston, and I am a junior elementary education major at the University of Southern Mississippi. My endorsements will be in science and English. When I graduate, I hope to move further up the east coast or possibly to another country to teach. Right now, I am somewhat considering the Peace Corps, but as I will not be graduating for a good three more semesters, it's not a huge concern right now.
I've taken several computer classes in school. They were all required courses, but they were very helpful in furthering my knowledge on the subject. I find that technology is incredibly important for the teaching community, but mainly because of the advancements our society is making. It seems like people did just fine with chalkboards and multi-grade level classrooms, but that was also before people worked for major corporate technology companies. So, it's necessary to have technology in the classroom given what must be learned, but at the same time, I think it can be a bit of an over-kill.
I've taken several computer classes in school. They were all required courses, but they were very helpful in furthering my knowledge on the subject. I find that technology is incredibly important for the teaching community, but mainly because of the advancements our society is making. It seems like people did just fine with chalkboards and multi-grade level classrooms, but that was also before people worked for major corporate technology companies. So, it's necessary to have technology in the classroom given what must be learned, but at the same time, I think it can be a bit of an over-kill.
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