After module six, I can safely say that I've picked up multiple neat ideas. Although I consider myself tech savvy, I've used tools that I've never used before in recent weeks. So what can translate into the classroom?
I think the most recent module, discussing authentic assessment, is something I would like to strive towards. It has the potential to be the most applicable of all the things that's been discussed. However, it would also qualify as the most difficult as well.
Just as it wasn't enough in the 20th century to simply pass out a worksheet to engage our students, it's not appropriate in the 21st century to simply have them play with technology and say we are engaging our students. We need to incorporate authentic assessment into our technology use. We need to find ways to come up with worthwhile lessons that are meaningful to them. Just don't use iMovie, but truly show them how iMovie can help them in real world tasks. This is something to make as a goal.
However, this is going to take a considerable amount of time and resort. My peers are on different levels of technology acceptance. To expect everyone to be on board with authentic assessment with technology is a huge leap. By supporting them, and giving them time to put lessons together, then we can eventually achieve these goals.
Sunday, May 19, 2013
Sunday, May 5, 2013
Digit Tool: My Big Campus
I've used more digital tools during this current school year than I probably have in all my other years of teaching behind. That's not hyperbole, though it's no coincidence that the exponential rise in my tech savviness is in conjunction with it being my first year where I've had access to technology on a daily basis.
So, which digital tool stands out? I'd be amiss if I didn't talk about My Big Campus. It may not be my favorite tool to use, nor is it without its fair share of headaches, but with out district at the forefront of the My Big Campus surge in Indiana, it's definitely been something that has been used in my classroom.
What exactly is My Big Campus? The answer I hear most often is that it is the Facebook of education. But that's a bit of a misnomer. While it's wall features give it a Facebook feel, My Big Campus is actually a much deeper tool.
For all the good that is Facebook, it's essentially a place to interact socially, post a few pictures, and maybe play some games. My Big Campus certainly has the social integration down, but it can also be a hub for educational resources, lessons, tests, and much more.
While I'll readily admit that I haven't harvested all of My Big Campus' potential, I have managed to do a plethora of things with it. My students can access web-based resources, links or videos, without having to traverse the great expanse that is Google. They also get daily updates from me, whether that be assignments or interesting websites. The students use MBC to take quizzes, post comments, and write essays. Digital work from other tools can be uploaded and published to the site as well.
I'll admit that I was at first a bit leery of the site because it does have a particular bias to middle and high school curricula, but the more I got to know the program, the more I could see the potential it had to be a tremendously useful tool in my classroom.
So, which digital tool stands out? I'd be amiss if I didn't talk about My Big Campus. It may not be my favorite tool to use, nor is it without its fair share of headaches, but with out district at the forefront of the My Big Campus surge in Indiana, it's definitely been something that has been used in my classroom.
What exactly is My Big Campus? The answer I hear most often is that it is the Facebook of education. But that's a bit of a misnomer. While it's wall features give it a Facebook feel, My Big Campus is actually a much deeper tool.
For all the good that is Facebook, it's essentially a place to interact socially, post a few pictures, and maybe play some games. My Big Campus certainly has the social integration down, but it can also be a hub for educational resources, lessons, tests, and much more.
While I'll readily admit that I haven't harvested all of My Big Campus' potential, I have managed to do a plethora of things with it. My students can access web-based resources, links or videos, without having to traverse the great expanse that is Google. They also get daily updates from me, whether that be assignments or interesting websites. The students use MBC to take quizzes, post comments, and write essays. Digital work from other tools can be uploaded and published to the site as well.
I'll admit that I was at first a bit leery of the site because it does have a particular bias to middle and high school curricula, but the more I got to know the program, the more I could see the potential it had to be a tremendously useful tool in my classroom.
Tuesday, April 30, 2013
The Matrix: Technology Integration
After reviewing some of the lessons I do in all subject areas, I would like to think that I'm in the active/transformation sections of the technology integration matrix. When it comes to technology, I've always been a bit of an explorer. I'm notorious for not reading manuals and I've been to more than one conference when I inevitably end up playing with the software rather than listening to the presenter. Sure, that might occasionally lead to me asking a question that has already be answered or totally messing up something before resorting to the manual. Generally, though, this strategy has worked for me.
I tend to believe children learn in a similar way. They simply want to be digital explorers. They want to get into the programs and see exactly what they can do. I learned this pretty early in the school year with a Native American project using iMovie. I introduced the project, presented the rubric, and modeled some of the basics from iMovie. Then, I turned them loose. Considering we had only had a few weeks experience with the MacBooks, the results were nothing short of astounding.
I have since integrated a variety of digital tools to enhance what we do in the classroom. Some are as simple as study aides, such as Quizlet, while others allow us to create vibrant presentations or practice a particular concept. As the year progresses, students don't lean on me as much to provide a plethora of links to complete a particular task. They've become much more adept at finding their own resources that are not only safe but also provide the information essential to them.
From this point on, I simply want more of the same. How can I continue to expand upon my current digital use? How can I use technology is subjects where the connections are less obvious? While I never plan on ditching some of the tactics that don't involve technology that still have merit, I want to strive to incorporate it in meaningful ways as much as possible. My goal this year was using technology to assist learning on a weekly basis while completing one major project a quarter. I would love to double those projects by next year while increasing the depth of our weekly usage.
I tend to believe children learn in a similar way. They simply want to be digital explorers. They want to get into the programs and see exactly what they can do. I learned this pretty early in the school year with a Native American project using iMovie. I introduced the project, presented the rubric, and modeled some of the basics from iMovie. Then, I turned them loose. Considering we had only had a few weeks experience with the MacBooks, the results were nothing short of astounding.
I have since integrated a variety of digital tools to enhance what we do in the classroom. Some are as simple as study aides, such as Quizlet, while others allow us to create vibrant presentations or practice a particular concept. As the year progresses, students don't lean on me as much to provide a plethora of links to complete a particular task. They've become much more adept at finding their own resources that are not only safe but also provide the information essential to them.
From this point on, I simply want more of the same. How can I continue to expand upon my current digital use? How can I use technology is subjects where the connections are less obvious? While I never plan on ditching some of the tactics that don't involve technology that still have merit, I want to strive to incorporate it in meaningful ways as much as possible. My goal this year was using technology to assist learning on a weekly basis while completing one major project a quarter. I would love to double those projects by next year while increasing the depth of our weekly usage.
Saturday, April 20, 2013
Breaking Barriers with Online/Blending Learning
There's never been a point in history where education is more accessible than it is today. Access to the Internet enables students to instantly communicate with teachers and other students, research and read educational content, and perform online assessments. These technological advancements open possibilities to students who, for various reasons, may struggle getting access to quality education.
It's in our nature as teachers to want, no demand, 100 percent attendance in school. However, reality is much different. A few years ago I had a student in my class that didn't spend a single day in my classroom. His leukemia treatments prevented him from doing so. At first, my interactions with him were at scheduled times at his home. It wasn't long before we realized that wasn't working out well. Either I was delayed because of meetings or practices at school, or he was too worn out from treatments earlier in the day and had trouble relaxing. It was then I understood the advantages of online education. Soon, I was blending our occasional meetings with interactions online. I provided assessments, practices, and research opportunities. We kept in contact through emails and on the phone. By the end of the year, he was one of my best students despite never seeing the inside of my classroom.
His story is just one example of thousands of students across America that have limited or no access to a traditional school. Students may suffer from a disease or injury that prevents them from traveling to school. Some may live in extreme rural locations that don't have reliable access to quality education. Some students may be gifted enough to play sports that keeps them from being at school during traditional hours. While brick and mortar schools are in no danger of going extinct, it's simply not feasible for all students to attend school.
The advantages of online learning don't just apply to students that can't attend schools. Since our school started integrating technology into the classroom, I've seen a general rise in overall student achievement. A classroom of 20 students might have 20 different learning styles. Online and blending learning allows a teacher to use multiple styles in one lesson. No longer do I have to teach spelling in a traditional fashion. Now I can supplement what I do in the classroom with websites like Spelling City and Quizlet.
Sure, you could argue that there disadvantages to all this integration. Web safety and over-reliance on technology come to mind. This can be combated by giving educators the training they need to help properly facilitate a safe and productive online learning environment. By doing that, the negatives can be lessened while repeating the numerous benefits of online learning. Technology has forever changed the landscape of interaction around the world. It's time education jumps into the fray and embraces the change as well.
It's in our nature as teachers to want, no demand, 100 percent attendance in school. However, reality is much different. A few years ago I had a student in my class that didn't spend a single day in my classroom. His leukemia treatments prevented him from doing so. At first, my interactions with him were at scheduled times at his home. It wasn't long before we realized that wasn't working out well. Either I was delayed because of meetings or practices at school, or he was too worn out from treatments earlier in the day and had trouble relaxing. It was then I understood the advantages of online education. Soon, I was blending our occasional meetings with interactions online. I provided assessments, practices, and research opportunities. We kept in contact through emails and on the phone. By the end of the year, he was one of my best students despite never seeing the inside of my classroom.
His story is just one example of thousands of students across America that have limited or no access to a traditional school. Students may suffer from a disease or injury that prevents them from traveling to school. Some may live in extreme rural locations that don't have reliable access to quality education. Some students may be gifted enough to play sports that keeps them from being at school during traditional hours. While brick and mortar schools are in no danger of going extinct, it's simply not feasible for all students to attend school.
The advantages of online learning don't just apply to students that can't attend schools. Since our school started integrating technology into the classroom, I've seen a general rise in overall student achievement. A classroom of 20 students might have 20 different learning styles. Online and blending learning allows a teacher to use multiple styles in one lesson. No longer do I have to teach spelling in a traditional fashion. Now I can supplement what I do in the classroom with websites like Spelling City and Quizlet.
Sure, you could argue that there disadvantages to all this integration. Web safety and over-reliance on technology come to mind. This can be combated by giving educators the training they need to help properly facilitate a safe and productive online learning environment. By doing that, the negatives can be lessened while repeating the numerous benefits of online learning. Technology has forever changed the landscape of interaction around the world. It's time education jumps into the fray and embraces the change as well.
Thursday, April 18, 2013
Welcome
Welcome to my blog. As a relatively seasoned educator, I look forward to blogging about all things education as teaching makes the bold jump toward technology integration.
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