Thursday, July 22, 2010
PGP 4
As the end of my first year of the MAET summer program draws to a close I am deciding what my next steps will be.
Plan of Action:
1. Create more meaningful lesson plans by integrating meaningful technology.
2. Share what I have learned with my administration.
3. Invite admin. and parents into my classroom both physically and virtually.
4. Share the knowledge that I have gained with my colleagues.
5. Collaborate with my colleagues more on how we can enhance our lesson plans
and work together as a team.
After having completed this plan of action by next summer I plan to have several examples of my student’s digital portfolios as well as my own to share with my MAET classmates.
Most of these things I will be able to complete on my own. However, I will have to accomplish these tasks around the constraints of the schools firewall. I am hoping that I can get my principal on board and he will see what technology in the classroom has to offer.
Plan of Action:
1. Create more meaningful lesson plans by integrating meaningful technology.
2. Share what I have learned with my administration.
3. Invite admin. and parents into my classroom both physically and virtually.
4. Share the knowledge that I have gained with my colleagues.
5. Collaborate with my colleagues more on how we can enhance our lesson plans
and work together as a team.
After having completed this plan of action by next summer I plan to have several examples of my student’s digital portfolios as well as my own to share with my MAET classmates.
Most of these things I will be able to complete on my own. However, I will have to accomplish these tasks around the constraints of the schools firewall. I am hoping that I can get my principal on board and he will see what technology in the classroom has to offer.
Wednesday, July 21, 2010
Monday, July 19, 2010
JINGing the TPCK
Problem: Students don’t elaborate or write descriptively while writing; however they do while talking to someone else.
Solution & Pedagogy: Provide students with more opportunity to interact while writing.
a.What is the PC knowledge for the solution?(i.e., how specifically do your pedagogical choices make the content in your problem more intellectually accessible?
b.What is the TP knowledge for the solution? (i.e., how does the technology you have chosen support the teaching strategies and methods you have chosen?)
c.What is the TC knowledge for the solution? (i.e., how specifically does this technology make the content in your problem more intellectually accessible?
The Pedagogical strategies that complement the content problem (descriptive writing) are active learning, cooperative learning, guided discovery, and direct instruction.
The PC knowledge for the solution is Interactive writing because writing is a social process. Interactivity is important because it “improves the learning value of the media”. Because of this the best knowledge is gained through active involvement, thus the theory “to learn is to do”.
Since writing is a social process, the technology helps with this lesson because it allows the students to practice this craft socially, and “learn by doing”, BEFORE they write and produce the final project for the audience.
The technology makes the content easier to understand by allowing for differentiation for each child and by having them to choose their focus according to their own writing skill level. For example the use of voice thread affords the students the opportunity to focus their thoughts on a specific topic but in short spurts. The technology also allows the students to actively engage in the learning process to do that.
It also allows the content to be given in small digestible doses to the student through social interaction and allows the teacher to meet the student where they are (attention grabber) but also allows a challenge for the students so improve and expand thus resulting in a better understanding of the content (descriptive writing).
Solution & Pedagogy: Provide students with more opportunity to interact while writing.
a.What is the PC knowledge for the solution?(i.e., how specifically do your pedagogical choices make the content in your problem more intellectually accessible?
b.What is the TP knowledge for the solution? (i.e., how does the technology you have chosen support the teaching strategies and methods you have chosen?)
c.What is the TC knowledge for the solution? (i.e., how specifically does this technology make the content in your problem more intellectually accessible?
The Pedagogical strategies that complement the content problem (descriptive writing) are active learning, cooperative learning, guided discovery, and direct instruction.
The PC knowledge for the solution is Interactive writing because writing is a social process. Interactivity is important because it “improves the learning value of the media”. Because of this the best knowledge is gained through active involvement, thus the theory “to learn is to do”.
Since writing is a social process, the technology helps with this lesson because it allows the students to practice this craft socially, and “learn by doing”, BEFORE they write and produce the final project for the audience.
The technology makes the content easier to understand by allowing for differentiation for each child and by having them to choose their focus according to their own writing skill level. For example the use of voice thread affords the students the opportunity to focus their thoughts on a specific topic but in short spurts. The technology also allows the students to actively engage in the learning process to do that.
It also allows the content to be given in small digestible doses to the student through social interaction and allows the teacher to meet the student where they are (attention grabber) but also allows a challenge for the students so improve and expand thus resulting in a better understanding of the content (descriptive writing).
Sunday, July 18, 2010
TPCK Questions
Topic Descriptive Writing
Problem: Students don’t elaborate or write descriptively while writing; however they do while talking to someone else.
Solution & Pedagogy: Provide students with more opportunity to interact while writing.
a.What is the PC knowledge for the solution? (i.e., how specifically do your pedagogical choices make the content in your problem more intellectually accessible? Be sure to think about how the student will experience the content given these instructional strategies.
The Pedagogical strategies that complement the content problem (descriptive writing) are active learning, cooperative learning, guided discovery, and direct instruction.
The PC knowledge for the solution is Interactive writing because writing is a social process. Interactivity is important because it “improves the learning value of the media”. Because of this the best knowledge is gained through active involvement, thus the theory “to learn is to do”.
However students need to be taught how to untangle their thinking so that they can focus on one topic in their writing to better inform their audience of the purpose for the writing. These items listed above support student growth with descriptive writing by allowing them to focus, organize, to elaborate and blog their response to the writing prompt. This will fix the problem because students can hear themselves speak on the topic or issue before writing so that they can get a clear understanding of their own thoughts. This helps them to write more descriptively because the verbal description will help with the written description by allowing students to visualize the images as they recall or expound on the writing prompt.
The activities provide the authentic audience with a better understanding of the writer’s thoughts thus increasing the motivation for the student because they will receive immediate feedback form the audience because the audience can better relate to the writer. I will engage students with the following interactive strategies:
Strategy 1
Untangling Thinking—This strategy will be used to get students focused on one topic and allows them to elaborate on a situation or elucidate on the topic. This is strategy is used at the beginning of the lesson or assignment to allow students to write or to orally present their response to the prompt.
Strategy 2
Cooperative Learning--This is done with groups of two or more depending on the specific cooperative group. I this case it will be done with two students to allow the one- on- one peer guidance needed to achieve the purpose of the writing lesson.
Strategy 3
Guided Writing—The students are asked to write a paragraph or a sentence, depending on the goal of the assignment. In this case the students will write a sentence. The teacher will ensure that each student has written a subject and a verb before they are returned to the cooperative learning model.
Strategy 4
Interactive Writing—The students are then asked to proceed in writing their sentences (using technology) and their peers are told to ask the questions (5 W’s & How) to help the student elucidate on the topic or writing prompt.
Strategy 5
Authentic Audience—Students are provided with ways to allow their audience to give feedback on their work.
b.What is the TP knowledge for the solution? (i.e., how does the technology you have chosen support the teaching strategies and methods you have chosen?)
Since writing is a social process, the technology helps with this lesson because it allows the students to practice this craft socially, and “learn by doing”, BEFORE they write and produce the final project for the audience.
The technology makes possible for effective teaching by shortening the time on the assignment. This makes the content “problem” more intellectually accessible by chunking the writing up into smaller pieces for the students and the students can focus their thoughts for writing their essay. At the end of the lesson they will know how to set-up a descriptive essay and write the final essay.
Content: Descriptive Essay Writing
Using Technology
Strategy 1
Stand and Talk Game- Voice Thread or Orally (Whole Class)
Voice Thread helps the student to focus on one topic because he or she is conversing with other students on a specific topic. This allows them to elaborate on a situation or elucidate on the topic orally. It untangles their thinking because this is a pre-writing exercise that does not intimidate the student with written words. The strategy should be used at the beginning of the lesson or assignment to allow students to prepare to write by orally presenting their response to the prompt.
Strategy 2
Cooperative Learning using Paired Discussion --Voice Thread Round 2
Receiving feedback from the audience before completing the entire assignment helps students refine their writing. Voice Thread additionally allows them to receive this immediate feedback because their peers are readily available to give comments or suggestions regarding the writer’s logic or thought process. Peer guidance is a powerful tool to help students master their writing goal.
Strategy 3
Guided Writing --Paired using Whiteboard/Markers, Chart Paper, or Notebook Paper OR Teacher Directed (Whole Class)
The Guided Writing strategy allows the student to see their oral words on paper or on the board and makes it a visual lesson. This can be done using Teacher Directed whole class instruction or by having students to continue to remain in a cooperative learning group for continued paired discussion and feedback on the written work.
Strategy 4
Interactive Writing using the Wiki Page
This strategy allows the students to take their written work one step further. The cooperative group is now increased and more students will view and comment on another students work. They are told to help their peers elaborate on the topic by asking specific questions to the writer. The affordances of the Wiki allows this to happen because the entire class is able to view and give immediate feedback so this produces shared ownership in their work and makes it transparent.
Strategy 5
Authentic Audience using Blogs
Now that students had the protected opportunity to refine their work they are ready to take it to a world audience and receive critical feedback on their thoughts and their written work on the topic.
c.What is the TC knowledge for the solution? (i.e., how specifically does this technology make the content in your problem more intellectually accessible? Be sure to think about representation.)
The technology makes the content easier to understand by allowing for differentiation for each child and by having them to choose their focus according to their own writing skill level. For example the use of voice thread affords the students the opportunity to focus their thoughts on a specific topic but in short spurts. The technology also allows the students to actively engage in the learning process to do that.
It also allows the content to be given in small digestible doses to the student through social interaction and allows the teacher to meet the student where they are (attention grabber) but also allows a challenge for the students so improve and expand thus resulting in a better understanding of the content (descriptive writing).
Problem: Students don’t elaborate or write descriptively while writing; however they do while talking to someone else.
Solution & Pedagogy: Provide students with more opportunity to interact while writing.
a.What is the PC knowledge for the solution? (i.e., how specifically do your pedagogical choices make the content in your problem more intellectually accessible? Be sure to think about how the student will experience the content given these instructional strategies.
The Pedagogical strategies that complement the content problem (descriptive writing) are active learning, cooperative learning, guided discovery, and direct instruction.
The PC knowledge for the solution is Interactive writing because writing is a social process. Interactivity is important because it “improves the learning value of the media”. Because of this the best knowledge is gained through active involvement, thus the theory “to learn is to do”.
However students need to be taught how to untangle their thinking so that they can focus on one topic in their writing to better inform their audience of the purpose for the writing. These items listed above support student growth with descriptive writing by allowing them to focus, organize, to elaborate and blog their response to the writing prompt. This will fix the problem because students can hear themselves speak on the topic or issue before writing so that they can get a clear understanding of their own thoughts. This helps them to write more descriptively because the verbal description will help with the written description by allowing students to visualize the images as they recall or expound on the writing prompt.
The activities provide the authentic audience with a better understanding of the writer’s thoughts thus increasing the motivation for the student because they will receive immediate feedback form the audience because the audience can better relate to the writer. I will engage students with the following interactive strategies:
Strategy 1
Untangling Thinking—This strategy will be used to get students focused on one topic and allows them to elaborate on a situation or elucidate on the topic. This is strategy is used at the beginning of the lesson or assignment to allow students to write or to orally present their response to the prompt.
Strategy 2
Cooperative Learning--This is done with groups of two or more depending on the specific cooperative group. I this case it will be done with two students to allow the one- on- one peer guidance needed to achieve the purpose of the writing lesson.
Strategy 3
Guided Writing—The students are asked to write a paragraph or a sentence, depending on the goal of the assignment. In this case the students will write a sentence. The teacher will ensure that each student has written a subject and a verb before they are returned to the cooperative learning model.
Strategy 4
Interactive Writing—The students are then asked to proceed in writing their sentences (using technology) and their peers are told to ask the questions (5 W’s & How) to help the student elucidate on the topic or writing prompt.
Strategy 5
Authentic Audience—Students are provided with ways to allow their audience to give feedback on their work.
b.What is the TP knowledge for the solution? (i.e., how does the technology you have chosen support the teaching strategies and methods you have chosen?)
Since writing is a social process, the technology helps with this lesson because it allows the students to practice this craft socially, and “learn by doing”, BEFORE they write and produce the final project for the audience.
The technology makes possible for effective teaching by shortening the time on the assignment. This makes the content “problem” more intellectually accessible by chunking the writing up into smaller pieces for the students and the students can focus their thoughts for writing their essay. At the end of the lesson they will know how to set-up a descriptive essay and write the final essay.
Content: Descriptive Essay Writing
Using Technology
Strategy 1
Stand and Talk Game- Voice Thread or Orally (Whole Class)
Voice Thread helps the student to focus on one topic because he or she is conversing with other students on a specific topic. This allows them to elaborate on a situation or elucidate on the topic orally. It untangles their thinking because this is a pre-writing exercise that does not intimidate the student with written words. The strategy should be used at the beginning of the lesson or assignment to allow students to prepare to write by orally presenting their response to the prompt.
Strategy 2
Cooperative Learning using Paired Discussion --Voice Thread Round 2
Receiving feedback from the audience before completing the entire assignment helps students refine their writing. Voice Thread additionally allows them to receive this immediate feedback because their peers are readily available to give comments or suggestions regarding the writer’s logic or thought process. Peer guidance is a powerful tool to help students master their writing goal.
Strategy 3
Guided Writing --Paired using Whiteboard/Markers, Chart Paper, or Notebook Paper OR Teacher Directed (Whole Class)
The Guided Writing strategy allows the student to see their oral words on paper or on the board and makes it a visual lesson. This can be done using Teacher Directed whole class instruction or by having students to continue to remain in a cooperative learning group for continued paired discussion and feedback on the written work.
Strategy 4
Interactive Writing using the Wiki Page
This strategy allows the students to take their written work one step further. The cooperative group is now increased and more students will view and comment on another students work. They are told to help their peers elaborate on the topic by asking specific questions to the writer. The affordances of the Wiki allows this to happen because the entire class is able to view and give immediate feedback so this produces shared ownership in their work and makes it transparent.
Strategy 5
Authentic Audience using Blogs
Now that students had the protected opportunity to refine their work they are ready to take it to a world audience and receive critical feedback on their thoughts and their written work on the topic.
c.What is the TC knowledge for the solution? (i.e., how specifically does this technology make the content in your problem more intellectually accessible? Be sure to think about representation.)
The technology makes the content easier to understand by allowing for differentiation for each child and by having them to choose their focus according to their own writing skill level. For example the use of voice thread affords the students the opportunity to focus their thoughts on a specific topic but in short spurts. The technology also allows the students to actively engage in the learning process to do that.
It also allows the content to be given in small digestible doses to the student through social interaction and allows the teacher to meet the student where they are (attention grabber) but also allows a challenge for the students so improve and expand thus resulting in a better understanding of the content (descriptive writing).
Friday, July 16, 2010
PGP 3
The experiences that I have had during the last few weeks have been uplifting. It has helped me to realize that technology is NOT ONLY computer oriented. I think that is where many educators fall short because they think that to integrate technology it must ALWAYS be computer based. With this thought process though, they quickly become frustrated when the computer breaks or there aren’t very many in the classroom, or the electricity goes out as what happened in OUR very own classroom recently.
This week I have learned to make HIGH TECH technology LOW TECH if need be, thus still integrating technology but more importantly making it appealing for the students.
That is where my enlightenment had come in “to see my students in a whole new light”. Before, I was wanted to make things more fun in the classroom, but simply did not know how without THINKING that I had to allow them to bang on the computer for enjoyment. Last week I mistyped I meant to say my passion and what I want for my students HAS NOT changed but I have become more open to allowing more student interaction and not so much teacher directed lecturing of the students. I have become convinced that global thinking is important because technology has made it important. There is no way for one to go through life and not be affected by what happens on the other side of the world.
The concrete steps that I need to take in order to draw an understanding of this concept and passion for learning is for me to learn all that I can but not only that allow for the use in my classroom. In addition to convincing administration that technology use in the classroom in its FULL AUTHENTIC form is not a bad thing.
Attached below is a conversation I had on FB with one of my friends regarding laptops and IPhone use on the elementary level. The conversation began after my friend was shocked to find that Pottery Barn Kids,was selling backpacks for little kids that could hold laptops and IPods/IPod Touch for them to take to school.The conversation was just today,Friday, July 16, 2010
After reading please view the video that sparked the discussion:
Gena Pender Gossett: Right away I noticed the iPhone. Are we really sending elementary kids to school with iPhones or the iPod Touch?
Naomi Samone: Wow! And I must get one for Ashley because yes, she has a laptop and an IPOD and she is 6, but she does not take it to school if that makes u feel better. LOL
Gena Pender Gossett: Why does she have an iPod? and iPod or an iPod Touch?
Carl Richelia: Gena, you are such a mom...:)
Naomi Samone: She has an IPOD so she can listen to her music. She does not have the Touch. LOL MOMMY!
Gena Pender Gossett: What I say?!!!!!!
Robert Turner: yes and that is why as a teacher i enjoy taking their phones and calling their house....if you can afford the iphone you can afford for me to call at peak hours
Gena Pender Gossett: you ain't right Rob!
Robert Turner: I know..hahahahaha
Gena Pender Gossett: Carl meet Rob! Rob, meet Carl at Gibson's tonight. He's buying!
Naomi Samone: LMAO @Robert, I need to start doing that in the classroom too. Good idea!
For the record my daughter does not have a cell, though she wants one, so Gena that is where I draw the line. LMAO But seriously she does not take her things to school.
Naomi Samone: On another serious note though. I am here getting my Master's in technology and I am learning so much of HOW to use the technology in the classroom and how they WON'T become distractions if we are using them affectively in the classroom. There are many ways to use those things in the classroom from elementary on up. I had no idea until I began the program. So sorry guys, old school is out and tech is here to stay and the schools need to catch up with the times.
I will step down from the soapbox now. :) Keep smiling!
Naomi Samone: It is called T-PACK spelled TPCK - Technological Pedagogical Content Knowledge
Tina Courtney: Yes Naomi, but it is a bit scary. I have a 7th grade granddaughter who drives me crazy because she does not take time to smell the roses. She wants everything to be fast, she does not want to think about how to do something, she just thinks her fingers can make things happen with her electronic gadgets. I suppose I will get used to it, but being one who loves the process of figuring things out for myself, it will be difficult. Oh my, I sound like my mother!!!!
Naomi Samone: LOL @ Tina I was scared too. But hopefully as more educators and adults in general learn and embrace the technology then it won't be so scary. We can teach them to smell the roses. SMILE!
But my oh my there is a word for us oldies, we are called Digital Immigrants and our children are Digital Natives.
But you are on the right track, all of us are because we have embraced FB. Way to go Mommy! LOL
Tina Courtney: Thanks Naomi, I will take a look at the link. There is always more to learn and I appreciate your tactful nudge!!
Naomi Samone: ALL SMILES!!!!
Pottery Barn Video
This week I have learned to make HIGH TECH technology LOW TECH if need be, thus still integrating technology but more importantly making it appealing for the students.
That is where my enlightenment had come in “to see my students in a whole new light”. Before, I was wanted to make things more fun in the classroom, but simply did not know how without THINKING that I had to allow them to bang on the computer for enjoyment. Last week I mistyped I meant to say my passion and what I want for my students HAS NOT changed but I have become more open to allowing more student interaction and not so much teacher directed lecturing of the students. I have become convinced that global thinking is important because technology has made it important. There is no way for one to go through life and not be affected by what happens on the other side of the world.
The concrete steps that I need to take in order to draw an understanding of this concept and passion for learning is for me to learn all that I can but not only that allow for the use in my classroom. In addition to convincing administration that technology use in the classroom in its FULL AUTHENTIC form is not a bad thing.
Attached below is a conversation I had on FB with one of my friends regarding laptops and IPhone use on the elementary level. The conversation began after my friend was shocked to find that Pottery Barn Kids,was selling backpacks for little kids that could hold laptops and IPods/IPod Touch for them to take to school.The conversation was just today,Friday, July 16, 2010
After reading please view the video that sparked the discussion:
Gena Pender Gossett: Right away I noticed the iPhone. Are we really sending elementary kids to school with iPhones or the iPod Touch?
Naomi Samone: Wow! And I must get one for Ashley because yes, she has a laptop and an IPOD and she is 6, but she does not take it to school if that makes u feel better. LOL
Gena Pender Gossett: Why does she have an iPod? and iPod or an iPod Touch?
Carl Richelia: Gena, you are such a mom...:)
Naomi Samone: She has an IPOD so she can listen to her music. She does not have the Touch. LOL MOMMY!
Gena Pender Gossett: What I say?!!!!!!
Robert Turner: yes and that is why as a teacher i enjoy taking their phones and calling their house....if you can afford the iphone you can afford for me to call at peak hours
Gena Pender Gossett: you ain't right Rob!
Robert Turner: I know..hahahahaha
Gena Pender Gossett: Carl meet Rob! Rob, meet Carl at Gibson's tonight. He's buying!
Naomi Samone: LMAO @Robert, I need to start doing that in the classroom too. Good idea!
For the record my daughter does not have a cell, though she wants one, so Gena that is where I draw the line. LMAO But seriously she does not take her things to school.
Naomi Samone: On another serious note though. I am here getting my Master's in technology and I am learning so much of HOW to use the technology in the classroom and how they WON'T become distractions if we are using them affectively in the classroom. There are many ways to use those things in the classroom from elementary on up. I had no idea until I began the program. So sorry guys, old school is out and tech is here to stay and the schools need to catch up with the times.
I will step down from the soapbox now. :) Keep smiling!
Naomi Samone: It is called T-PACK spelled TPCK - Technological Pedagogical Content Knowledge
Tina Courtney: Yes Naomi, but it is a bit scary. I have a 7th grade granddaughter who drives me crazy because she does not take time to smell the roses. She wants everything to be fast, she does not want to think about how to do something, she just thinks her fingers can make things happen with her electronic gadgets. I suppose I will get used to it, but being one who loves the process of figuring things out for myself, it will be difficult. Oh my, I sound like my mother!!!!
Naomi Samone: LOL @ Tina I was scared too. But hopefully as more educators and adults in general learn and embrace the technology then it won't be so scary. We can teach them to smell the roses. SMILE!
But my oh my there is a word for us oldies, we are called Digital Immigrants and our children are Digital Natives.
But you are on the right track, all of us are because we have embraced FB. Way to go Mommy! LOL
Tina Courtney: Thanks Naomi, I will take a look at the link. There is always more to learn and I appreciate your tactful nudge!!
Naomi Samone: ALL SMILES!!!!
Pottery Barn Video
Thursday, July 15, 2010
Monday, July 12, 2010
Thursday, July 8, 2010
PGP Part 2
Well, after two weeks of technology for education classes I now see my classroom and my students overall, in a whole new light. My passions and what I want for my students has changed but changed in a way that I am now thinking even bigger and better things for them. My general hope has always been to get my students to see that they too can think outside the box and get out of their comfort zone but I now want to be able to SHOW them how to do it. It is now not enough for me to say to them go to college and get a job, I need to tell them to go to college, or not, but WHATEVER they decide to do they should do it with global thinking in mind whatever it may be.
The qualities that I possess that can be shared with them is the fact that I grew up globally (I lived overseas as a child) so I got to see something’s first hand, but they too can live globally even now by exploring life outside of their immediate world right through the internet. Don’t get me wrong many of them are but they still have that stagnate way of thinking, telling themselves, “Well this could never be me.” I want to be able to show them that this CAN be you. My brother who is not in the military or affiliated with education in anyway thought globally and just decided to up and move to Germany almost 10 years ago. He couldn’t even speak a word of German. But through perseverance and the willingness to TRY he was able to get gainful employment and learn the language so much so that he still lives abroad. At the time that he ventured out, I could not see that for myself but I began to listen and learn from him to think globally and through a different route moved myself and my family overseas. I want my students to know that they can do this too and what they see on the internet, the life in other countries CAN be them, if they truly want it and they do not have to join the military to do it. They can choose any profession and take that career overseas even if they decide to live in America.
But in order for me to achieve this goal I have to not only learn about technology and how to use it but I need to learn how to take this technology and use it in a way that excites them. I need to use this technology to show them the world and keep them excited about learning even if they choose not to do it in a formal setting. For example, I can teach them to take baby steps by suggesting that they not take the same route home when they go home for the afternoon or ask their parents to shop at a Publix grocery store instead of the Kroger that that always go to. Just those little things can open up a whole new world for them as a start. They can explore how they felt, what they saw, and if they liked the experience. We could use this in the classroom as we talk about newcomers in their school or in their neighborhood and how those newcomers could have felt. It would be like they are walking in their shoes.
Well, I have a lot on my plate as I plan to get this done. Stay posted. SMILE!
The qualities that I possess that can be shared with them is the fact that I grew up globally (I lived overseas as a child) so I got to see something’s first hand, but they too can live globally even now by exploring life outside of their immediate world right through the internet. Don’t get me wrong many of them are but they still have that stagnate way of thinking, telling themselves, “Well this could never be me.” I want to be able to show them that this CAN be you. My brother who is not in the military or affiliated with education in anyway thought globally and just decided to up and move to Germany almost 10 years ago. He couldn’t even speak a word of German. But through perseverance and the willingness to TRY he was able to get gainful employment and learn the language so much so that he still lives abroad. At the time that he ventured out, I could not see that for myself but I began to listen and learn from him to think globally and through a different route moved myself and my family overseas. I want my students to know that they can do this too and what they see on the internet, the life in other countries CAN be them, if they truly want it and they do not have to join the military to do it. They can choose any profession and take that career overseas even if they decide to live in America.
But in order for me to achieve this goal I have to not only learn about technology and how to use it but I need to learn how to take this technology and use it in a way that excites them. I need to use this technology to show them the world and keep them excited about learning even if they choose not to do it in a formal setting. For example, I can teach them to take baby steps by suggesting that they not take the same route home when they go home for the afternoon or ask their parents to shop at a Publix grocery store instead of the Kroger that that always go to. Just those little things can open up a whole new world for them as a start. They can explore how they felt, what they saw, and if they liked the experience. We could use this in the classroom as we talk about newcomers in their school or in their neighborhood and how those newcomers could have felt. It would be like they are walking in their shoes.
Well, I have a lot on my plate as I plan to get this done. Stay posted. SMILE!
Wednesday, July 7, 2010
Tuesday, July 6, 2010
MERLOT-DI Instruction using Technology
I chose Differentiating Instruction using Technology because I want to learn more about how to use DI in my classroom. All students are different and not cookie-cutters of each other and therefore each child should be taught in a unique way. In order to do this teachers need to become an expert for each child. I think that this article, http://tinyurl.com/2ug7zsn , provides that.
In this article the writers present various ways to incorporate DI in the classroom with step-by-step examples of how this can be done. They include examples of technology with links, and a guide to complete a as you plan a lesson. The article even includes a break down for each subject area. I certainly plan to use this article to the fullest.
In this article the writers present various ways to incorporate DI in the classroom with step-by-step examples of how this can be done. They include examples of technology with links, and a guide to complete a as you plan a lesson. The article even includes a break down for each subject area. I certainly plan to use this article to the fullest.
Monday, July 5, 2010
PGP
Reflection
My teaching and educational technology use prior to this program was severely limited. Although there were many things that I did know regarding technology in general, there was so much more that I did not know, as it relates to its use and benefits in the classroom. I had never thought that things that we use in the classroom, even on a daily basis, were never even intended for actual classroom use. But more importantly the things that I did often use in the classroom were not used to its maximum potential. My use of the technology was lacking so full integration into the classroom was never an option. For example, the Smart Board quickly became a viewing screen for simple PowerPoint presentations and movies.But as I reflect on this week, I realize that my learning trajectories have changed greatly, and I could even see this happen on the very first day of class. For example, I have now learned how to make simple PowerPoint presentations interactive.
PGP 2010
My personal growth plan for 2010 and beyond is to fully integrate the TPACK model as it relates to making my subject matter more interactive for my students, no matter what subject I may be teaching, and in the process motivating my students to want to become involved in their learning process; and thus become an active participant in their own personal educational growth. However for the immediate near future I need to fully understand what TPACK is.
My teaching and educational technology use prior to this program was severely limited. Although there were many things that I did know regarding technology in general, there was so much more that I did not know, as it relates to its use and benefits in the classroom. I had never thought that things that we use in the classroom, even on a daily basis, were never even intended for actual classroom use. But more importantly the things that I did often use in the classroom were not used to its maximum potential. My use of the technology was lacking so full integration into the classroom was never an option. For example, the Smart Board quickly became a viewing screen for simple PowerPoint presentations and movies.But as I reflect on this week, I realize that my learning trajectories have changed greatly, and I could even see this happen on the very first day of class. For example, I have now learned how to make simple PowerPoint presentations interactive.
PGP 2010
My personal growth plan for 2010 and beyond is to fully integrate the TPACK model as it relates to making my subject matter more interactive for my students, no matter what subject I may be teaching, and in the process motivating my students to want to become involved in their learning process; and thus become an active participant in their own personal educational growth. However for the immediate near future I need to fully understand what TPACK is.
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