This week in our class we learned about another resource available through Google: Google Sites; we also viewed a video that takes a look at how schools are "killing" creativity; and finally, we were asked to put together a Technology Learning Plan (TLP). As always, I found each of these activities to be useful and relevant to the work I do as a supervisor and trainer.
I just finished reviewing the video: Sir Ken Robinson: Do schools kill creativity? found at http://www.youtube.com/watch?v=iG9CE55wbtY . I thought Sir Ken Robinson had an interesting perspective that made a lot of sense as I reflected on my own experience as a student in the public school system, as well as the students I see in schools today. I have, for quite some time, believed the school structure to be out dated and in need of a revision to meet the needs to today's learners. One of his points in the video is that we start out as risk takers full of creativity, but over the years "we get educated out of creativity." I liked how he described the school system as being set up to produce college professors, whom he described as living "in their heads." His story about the woman who was identified as having learning problems early on in her life ended up becoming a world famous and wildly successful choreographer; all because her different learning style was properly identified and fostered. It makes me think of all of the students I see in our Title I program who are considered "struggling learners" simply because the areas that the schools have identified as important are not how these kids learn.
Earlier this week I worked on creating a Google Site as one of my assignments for this class. I have never created a website because the last time I looked into doing something like this, it was quite the ordeal that required a lot of time and expertise in html. I was pleasantly surprised at how easy it was to create a site--I had some trouble with the layering of the various pages and will need a little more practice to get things right (intentionally). Overall, I am really excited about the potential uses for Google Sites in my work. I plan to continue to work with it and figure out ways I can use this tool to communicate with my staff. I think it could be extremely effective to be able to keep all information in one central location and cut down the amount of emails that are currently our main vehicle for getting announcements out to our staff.
Finally, I worked on a TLP this week, which I think will be extremely useful in the work I do. It seems like things are in constant motion and many times I have to make reactive decisions based on the emergency of the moment. The Technology Learning Plan was a good exercise to reflect on how technology is currently being used in my work, and then to put a plan in place with goals that are reasonable. I find the use of lists and goals help me stay focused and gives me something to refer back to over the long term, which means I will be more likely to follow through with the plan and find success. This is something I can see doing on an annual basis, since I think self-assessment is important in my goal for continuous improvement.
Sunday, January 23, 2011
Saturday, January 15, 2011
InTime Video Resource
LESSON PLAN: Using Technology For Vocabulary Development, Reading Comprehension, and Word Identification
I reviewed the above-named lesson from the InTime site, which is a resource of lessons that integrate technology. I like that these lessons include actual video footage of implementation in a classroom in order to get a sense of how it should come across.
This lesson is geared toward elementary students who are working on reading skills, particularly vocabulary development. I chose this lesson because the target audience of students was that of kids who are struggling with the vocabulary presented in the reading selection. There is technology integrated into the lesson in the form of a power point presentation to reinforce what the teachers were introducing to the students, as well as a way to display examples of how to record the information they were gathering. The students also used "Quicktionary" pens in teams to scan unknown words: either in pronunciation or meaning. The final outcome was to develop a computer based game that used baseball as the structure/format, and included the vocabulary the students identified throughout reading the story.
I liked the lesson because it provided tools to help the students take charge of their learning, and the baseball format made it relevant and engage for the students as well. The students were able to identify the words, develop questions to "quiz" their classmates, and in the end they were able to play a computer based game that was based on the words they identified. Very high interest and I would think it helped the students learn and own a whole new set of vocabulary words.
I think InTime is a great online resource for teachers who are learning how to integrate technology into the classroom, and to get fresh ideas for lesson planning.
I reviewed the above-named lesson from the InTime site, which is a resource of lessons that integrate technology. I like that these lessons include actual video footage of implementation in a classroom in order to get a sense of how it should come across.
This lesson is geared toward elementary students who are working on reading skills, particularly vocabulary development. I chose this lesson because the target audience of students was that of kids who are struggling with the vocabulary presented in the reading selection. There is technology integrated into the lesson in the form of a power point presentation to reinforce what the teachers were introducing to the students, as well as a way to display examples of how to record the information they were gathering. The students also used "Quicktionary" pens in teams to scan unknown words: either in pronunciation or meaning. The final outcome was to develop a computer based game that used baseball as the structure/format, and included the vocabulary the students identified throughout reading the story.
I liked the lesson because it provided tools to help the students take charge of their learning, and the baseball format made it relevant and engage for the students as well. The students were able to identify the words, develop questions to "quiz" their classmates, and in the end they were able to play a computer based game that was based on the words they identified. Very high interest and I would think it helped the students learn and own a whole new set of vocabulary words.
I think InTime is a great online resource for teachers who are learning how to integrate technology into the classroom, and to get fresh ideas for lesson planning.
Sunday, January 9, 2011
Spreadsheets, Software, and Promoting Creativity Through PBL
Since our last class meeting, the focus of our coursework has covered what initially seemed like several unrelated topics: Using spreadsheets, evaluating software, creativity in the classroom and developing/facilitating problem-based learning opportunities. Now that I've completed all of the activities can see the connections between these seemingly disconnected topics.
I'll start with spreadsheets, because I have been using them for years. The way in which I have used this particular tool has evolved as I have learned more about it's capabilities and how powerful it can be in telling a story about data. When I first started teaching I used spreadsheets as an organizational tool: I would create tables or charts of information, usually containing text rather than numbers, and would print the spreadsheet to be used as a hard copy worksheet. As I got to know more about spreadsheets, I learned the sorting and calculating capabilities; and realized just how much I was under-utilizing this application. In my current role as an educational supervisor I use a data collection tool that allows me to run reports on any or all of our sites' Title I programs. The data is exported into a .csv file, which I then convert to a spreadsheet. Within the reports I use filters to really drill down and conduct an analysis of the data. I am also able to very easily create graphs and charts within the same spreadsheet application, which is an extremely powerful way to tell the story of the good work that happening at our various Title I sites. Needless to say, I rely heavily on spreadsheet applications and I anticipate I will find new ways to gain more productivity from this tool as I continue to use it. Even though I am not using spreadsheets in a classroom setting, they have unlimited uses for both teachers and students--it's basically a blank slate and the objective of a project or lesson will determine how it will be used (planning/organizing, tracking information, final output, etc.).
Software Evaluation is another topic addressed this week and one I would like more information about. We reviewed an evaluation form that can be used to help guide the process of selecting software that is appropriate for various purposes. In our study group, we talked about the software selection process in our work environments, and the overall feeling was that we had an idea of how software was selected but were pretty far removed from the process. The fact that the people actually expected to use the software have very little, if any, input is a concern. I know from experience that it is not always possible to involve people at all levels when making program decisions, but when it comes to educational software I firmly believe in giving the teachers an opportunity to test it out before full implementation. I feel like we just scratched the surface on this topic and hope it will come up again during our coursework.
Finally, the topics in our text had to do with fostering a creative classroom environment and providing opportunities for our students to learn with problem-based learning projects. As I read these chapters it made me realize what I initially got into teaching to do: when I graduated with my degree in Education and headed out to become a classroom teacher, I had visions of a creative classroom with students working collaboratively in a project based environment. Unfortunately, that was not the reality of what I experienced and had very little support from the more experienced staff or administration to transition from a teacher-centered traditional classroom setting. One of the most challenging aspects of moving into a student-centered classroom philosophy is teaching the students the techniques of working together to produce a final outcome; but it is also one of the most important and relevant skills students need to develop in order to be successful both in and outside of the classroom. We need to help students learn to think on their own, rather than just repeating what they've heard. Students have to learn to think outside of the box and understand that there is more than one way to look at the same topic...but the teachers have to also learn a new role in the classroom in order for that to happen. Allowing students to be creative and produce things that are "not the normal response" is a great way to foster critical thinking--and it can be a learning experience for the teachers and other adults to hear the thinking behind the students' thinking process. Unfortunately, there are still many teachers and adults who ask those one-answer questions and unknowingly shut down creative thinking in our children.
As I looked at these topics in isolation, I wasn't sure they had any connections but I can now see that they do: In today's classroom it is up to the teachers to develop learners who will be successful in today's world. In order to do that, a teacher's role has to change from provider of information to a co-collaborator and facilitator in the learning process, which comes naturally in problem-based learning. We also want to encourage and support creativity in our students and in order to do so, it is important to provide the scaffolding necessary for them in the learning process--selecting appropriate software resources, and providing appropriate tools such as spreadsheet applications among others will allow students choices in how they work though the learning process.
This all makes a lot of sense and I am a firm believer in these ideas, but I am also a realist and know it takes a lot of work and practice to get it working properly. Thankfully there are many very dedicated educational professionals out there who also see the importance of this type of learning and will stick with it long enough to see success.
I'll start with spreadsheets, because I have been using them for years. The way in which I have used this particular tool has evolved as I have learned more about it's capabilities and how powerful it can be in telling a story about data. When I first started teaching I used spreadsheets as an organizational tool: I would create tables or charts of information, usually containing text rather than numbers, and would print the spreadsheet to be used as a hard copy worksheet. As I got to know more about spreadsheets, I learned the sorting and calculating capabilities; and realized just how much I was under-utilizing this application. In my current role as an educational supervisor I use a data collection tool that allows me to run reports on any or all of our sites' Title I programs. The data is exported into a .csv file, which I then convert to a spreadsheet. Within the reports I use filters to really drill down and conduct an analysis of the data. I am also able to very easily create graphs and charts within the same spreadsheet application, which is an extremely powerful way to tell the story of the good work that happening at our various Title I sites. Needless to say, I rely heavily on spreadsheet applications and I anticipate I will find new ways to gain more productivity from this tool as I continue to use it. Even though I am not using spreadsheets in a classroom setting, they have unlimited uses for both teachers and students--it's basically a blank slate and the objective of a project or lesson will determine how it will be used (planning/organizing, tracking information, final output, etc.).
Software Evaluation is another topic addressed this week and one I would like more information about. We reviewed an evaluation form that can be used to help guide the process of selecting software that is appropriate for various purposes. In our study group, we talked about the software selection process in our work environments, and the overall feeling was that we had an idea of how software was selected but were pretty far removed from the process. The fact that the people actually expected to use the software have very little, if any, input is a concern. I know from experience that it is not always possible to involve people at all levels when making program decisions, but when it comes to educational software I firmly believe in giving the teachers an opportunity to test it out before full implementation. I feel like we just scratched the surface on this topic and hope it will come up again during our coursework.
Finally, the topics in our text had to do with fostering a creative classroom environment and providing opportunities for our students to learn with problem-based learning projects. As I read these chapters it made me realize what I initially got into teaching to do: when I graduated with my degree in Education and headed out to become a classroom teacher, I had visions of a creative classroom with students working collaboratively in a project based environment. Unfortunately, that was not the reality of what I experienced and had very little support from the more experienced staff or administration to transition from a teacher-centered traditional classroom setting. One of the most challenging aspects of moving into a student-centered classroom philosophy is teaching the students the techniques of working together to produce a final outcome; but it is also one of the most important and relevant skills students need to develop in order to be successful both in and outside of the classroom. We need to help students learn to think on their own, rather than just repeating what they've heard. Students have to learn to think outside of the box and understand that there is more than one way to look at the same topic...but the teachers have to also learn a new role in the classroom in order for that to happen. Allowing students to be creative and produce things that are "not the normal response" is a great way to foster critical thinking--and it can be a learning experience for the teachers and other adults to hear the thinking behind the students' thinking process. Unfortunately, there are still many teachers and adults who ask those one-answer questions and unknowingly shut down creative thinking in our children.
As I looked at these topics in isolation, I wasn't sure they had any connections but I can now see that they do: In today's classroom it is up to the teachers to develop learners who will be successful in today's world. In order to do that, a teacher's role has to change from provider of information to a co-collaborator and facilitator in the learning process, which comes naturally in problem-based learning. We also want to encourage and support creativity in our students and in order to do so, it is important to provide the scaffolding necessary for them in the learning process--selecting appropriate software resources, and providing appropriate tools such as spreadsheet applications among others will allow students choices in how they work though the learning process.
This all makes a lot of sense and I am a firm believer in these ideas, but I am also a realist and know it takes a lot of work and practice to get it working properly. Thankfully there are many very dedicated educational professionals out there who also see the importance of this type of learning and will stick with it long enough to see success.
Saturday, December 18, 2010
Effectively Using Search Engines and Online Word Processing Apps
This week our class is taking a closer look at the various search engines and web based word processing applications available today. Once again, I started this week thinking this would be familiar territory, only to find out through the exercises and assignments that I had a lot to learn!
I began my week looking into the various search engines out there and what makes each stand out in the crowd. I use Google as my staple when it comes to conducting web searches. I have never been one to do much to refine my searches because I have been pretty lucky in finding what I need rather easily. Sure, I would have a bajillion responses to my query, but I didn't necessarily see that as a problem. The time I put into this aspect of my work this week has been quite enlightening. I now understand that there are so many search engines out there because each takes a unique approach to databases searched and how the searches are conducted. It is important to evaluate the purpose of your search before you begin in order to choose a search engine that will be the most efficient tool to get the job done. I also developed a much more in-depth understanding of Boolean searches and the purpose behind proper phrasing, right down to knowing when it is appropriate to use capital letters. When there is thought put into selecting the appropriate search engine and phrasing, the results are more refined and it makes the whole process more effective.
Another focus of our work this week was related to the use of online word processing applications. Since beginning this cohort in September, I have had some experience in the arena of online word processing through the use of Google Docs. While I have found that I can use it when I'm forced to do so, I continue to be more comfortable with Microsoft Word. I looked into a couple of other online word processing applications, ThinkFree and Zoho Writer. These, like Google Docs, have familiar interfaces which would make it an easy transition from Word. I like the sharing and collaborating features that are supported through online word processing applications. I also believe it is the direction schools and businesses will eventually take when it comes to working on collaborative/cooperative projects that include word processing. I think as these online applications continue to evolve and improve more people will take the leap from their desktop applications to the cloud based apps.
I will continue to introduce these ideas and applications into the work I do. Since I'm not in a classroom, I won't necessarily use what I've learned in the context of working directly with students, but I will apply the strategies and tools to improve my own productivity. It will be through my own experiences, and how I apply what I learn, that I will be able to hopefully demonstrate more effective processes that my team at work will want to adopt!
I began my week looking into the various search engines out there and what makes each stand out in the crowd. I use Google as my staple when it comes to conducting web searches. I have never been one to do much to refine my searches because I have been pretty lucky in finding what I need rather easily. Sure, I would have a bajillion responses to my query, but I didn't necessarily see that as a problem. The time I put into this aspect of my work this week has been quite enlightening. I now understand that there are so many search engines out there because each takes a unique approach to databases searched and how the searches are conducted. It is important to evaluate the purpose of your search before you begin in order to choose a search engine that will be the most efficient tool to get the job done. I also developed a much more in-depth understanding of Boolean searches and the purpose behind proper phrasing, right down to knowing when it is appropriate to use capital letters. When there is thought put into selecting the appropriate search engine and phrasing, the results are more refined and it makes the whole process more effective.
Another focus of our work this week was related to the use of online word processing applications. Since beginning this cohort in September, I have had some experience in the arena of online word processing through the use of Google Docs. While I have found that I can use it when I'm forced to do so, I continue to be more comfortable with Microsoft Word. I looked into a couple of other online word processing applications, ThinkFree and Zoho Writer. These, like Google Docs, have familiar interfaces which would make it an easy transition from Word. I like the sharing and collaborating features that are supported through online word processing applications. I also believe it is the direction schools and businesses will eventually take when it comes to working on collaborative/cooperative projects that include word processing. I think as these online applications continue to evolve and improve more people will take the leap from their desktop applications to the cloud based apps.
I will continue to introduce these ideas and applications into the work I do. Since I'm not in a classroom, I won't necessarily use what I've learned in the context of working directly with students, but I will apply the strategies and tools to improve my own productivity. It will be through my own experiences, and how I apply what I learn, that I will be able to hopefully demonstrate more effective processes that my team at work will want to adopt!
Saturday, December 11, 2010
Getting Started With Productivity Tools
This week marks the beginning of a new class: Using Productivity Tools Effectively. I am excited about this class in the sense that I feel like I'm heading into better-known territory, but I know from this first week that I still have a lot to learn. We have started working with online graphics programs, slide presentation programs, and getting into our text: Supporting Learning with Technology.
I found the graphics programs to be a lot of fun and the fact that they are all available online makes them even better. I especially enjoy the graphics programs that deal with photos. I often put together documents and presentations that use photos, so that just comes naturally to me. I tried out every program that was on the recommended list and ended up creating and posting projects created in Magmypic.com. This program allowed me to upload pictures of my loved ones and make them magazine and comic book cover models! It was something I could see being used by students and teachers in a classroom setting, as well as something I might use just for fun on my own.
The presentation programs were equally as interesting to me as the graphics. I am a big powerpoint user (sorry, Louis!), and actually taught PowerPoint in a former life, so as you can imagine I got a real kick out of the "Death by PowerPoint" presentation shared in our last class. I think presentation tools are excellent in the right environment. There are so many options out there that are more interactive for teaching purposes, but when the intention is to "present" there are options out there above and beyond PowerPoint. I chose to create a slideroll presentation and found it to be quite user-friendly and the result was a "video" quality presentation, without having to plot out transitions like the traditional presentation software.
I am looking forward to getting further into the class text. Where I work we have an organization-wide effort to intentionally integrate 21st century skills into every lesson plan. We strongly believe that students need to know more than the basics as they move into high school and beyond, especially the population of students in our program. I look forward to developing new ideas that I can share with my co-workers so we can continue to learn and grow in our efforts to help students develop these critical skills.
Once again, this course will be challenging like the others have been up to this point; but I know what I am learning is going to help me in my quest for professional as well as personal growth. It is extremely relevant to the work I do and rewarding to be able to apply it as I go!
I found the graphics programs to be a lot of fun and the fact that they are all available online makes them even better. I especially enjoy the graphics programs that deal with photos. I often put together documents and presentations that use photos, so that just comes naturally to me. I tried out every program that was on the recommended list and ended up creating and posting projects created in Magmypic.com. This program allowed me to upload pictures of my loved ones and make them magazine and comic book cover models! It was something I could see being used by students and teachers in a classroom setting, as well as something I might use just for fun on my own.
The presentation programs were equally as interesting to me as the graphics. I am a big powerpoint user (sorry, Louis!), and actually taught PowerPoint in a former life, so as you can imagine I got a real kick out of the "Death by PowerPoint" presentation shared in our last class. I think presentation tools are excellent in the right environment. There are so many options out there that are more interactive for teaching purposes, but when the intention is to "present" there are options out there above and beyond PowerPoint. I chose to create a slideroll presentation and found it to be quite user-friendly and the result was a "video" quality presentation, without having to plot out transitions like the traditional presentation software.
I am looking forward to getting further into the class text. Where I work we have an organization-wide effort to intentionally integrate 21st century skills into every lesson plan. We strongly believe that students need to know more than the basics as they move into high school and beyond, especially the population of students in our program. I look forward to developing new ideas that I can share with my co-workers so we can continue to learn and grow in our efforts to help students develop these critical skills.
Once again, this course will be challenging like the others have been up to this point; but I know what I am learning is going to help me in my quest for professional as well as personal growth. It is extremely relevant to the work I do and rewarding to be able to apply it as I go!
Friday, November 19, 2010
Computer Systems: How They Work and How this Applies to my World (part 3)
With each week, I continue to learn more about computer systems and how they work. I find that the projects I work on, the research I am conducting and the class discussions are all quite helpful and relevant to my world as an educator, a mother and a consumer.
I know that what I have learned up to this point in my coursework is going to make me better prepared if, and when, I am ever charged with the task of selecting hardware that is appropriate for the work I do with my students. I will know that if I am using interactive whiteboard technology, I will need a PC that can retrieve files quickly, as well as respond quickly with each command in order to function as a transparent instructional tool. In order to meet those needs, I will know that I should search for a PC with a lot of RAM and hard drive(s) with a high RPM to get the quick file retrieval and response time that I am looking for.
This course has also highly impacted my own personal growth in terms of my knowledge and what I can do as a parent to protect my children from inadvertently going to "unsafe" or inappropriate websites by installing a security product that allows parameters to be set for different users. I also have a better understanding of how to protect my personal information, and have developed and followed a plan for backup of my important files in the event that my computer is compromised; whether the source of the issue comes from the Internet in the form of a virus or from a hardware malfunction.
Finally, I have said this before, but I will say it again: I feel like I am a much better informed consumer having gone through this course. I have always felt like I had a good, solid understanding of PCs and what all of the specs referred to. I was missing the ability to "decode" the information provided. For instance, I didn't know that if I chose a computer because of the processor speed but it didn't have a lot of RAM that it could impact how fast or slow the PC ran. I didn't know that the platter rotational speed of the hard drive would impact the speed at which a file could be retrieved. I've now gained the understanding that a computing device is only as fast and efficient as its slowest component.
I realize I have only scratched the surface when it comes to knowing and understanding the inner workings of computer systems. I plan to continue to ask questions of those I know who are computer "nerds" in order to develop a better working knowledge of how the components work together. Computing devices are everywhere from our cars right down to our kids' toys, so learning about computer systems and how they work will continue to be relevant and applicable to the world I live in.
I know that what I have learned up to this point in my coursework is going to make me better prepared if, and when, I am ever charged with the task of selecting hardware that is appropriate for the work I do with my students. I will know that if I am using interactive whiteboard technology, I will need a PC that can retrieve files quickly, as well as respond quickly with each command in order to function as a transparent instructional tool. In order to meet those needs, I will know that I should search for a PC with a lot of RAM and hard drive(s) with a high RPM to get the quick file retrieval and response time that I am looking for.
This course has also highly impacted my own personal growth in terms of my knowledge and what I can do as a parent to protect my children from inadvertently going to "unsafe" or inappropriate websites by installing a security product that allows parameters to be set for different users. I also have a better understanding of how to protect my personal information, and have developed and followed a plan for backup of my important files in the event that my computer is compromised; whether the source of the issue comes from the Internet in the form of a virus or from a hardware malfunction.
Finally, I have said this before, but I will say it again: I feel like I am a much better informed consumer having gone through this course. I have always felt like I had a good, solid understanding of PCs and what all of the specs referred to. I was missing the ability to "decode" the information provided. For instance, I didn't know that if I chose a computer because of the processor speed but it didn't have a lot of RAM that it could impact how fast or slow the PC ran. I didn't know that the platter rotational speed of the hard drive would impact the speed at which a file could be retrieved. I've now gained the understanding that a computing device is only as fast and efficient as its slowest component.
I realize I have only scratched the surface when it comes to knowing and understanding the inner workings of computer systems. I plan to continue to ask questions of those I know who are computer "nerds" in order to develop a better working knowledge of how the components work together. Computing devices are everywhere from our cars right down to our kids' toys, so learning about computer systems and how they work will continue to be relevant and applicable to the world I live in.
Saturday, November 6, 2010
Computer Systems: How They Work...and how this class applies to my world Part 2
As I continue my journey through this coursework, I also continue to see how the course content is relevant to my world. This week one of our main tasks was to develop an individual disaster recover plan. Now, while that may sound rather ominous (and it probably would be devastating if it were to actually happen), the disaster I am referring to would occur in the form of a computer crash or a compromised system. I consider myself to be a responsible user of technology, and for the most part I have had little trouble with viruses or system meltdowns (knock on wood). With that being said, even though I haven't been face to face with disaster yet, it would be wise to have a plan in place should I ever run into trouble.
My backup plan consists of Internet/antivirus security and external storage. As I've listened and read about the potential dangers to my computer, my information and even my identity, I realize that my nonchalant attitude toward these security measures made me a prime target for threats. I now feel like I've considered these needs and have come up with a solution that fits my lifestyle and computing habits; which is important in order for me to stay on top of the plan that I've put together. I know that what I've set up for myself is not to the extreme, but it is a step in the right direction and is one I know I can maintain.
I anticipate that I will continue to hear about security options and needs/ideas both from my classmates and as new products are developed. I am willing to keep an open mind and I expect that I will adapt my plan as new information comes my way. As a responsible user it is my job to be aware of potential threats as well as the most current resources available to keep my computer and my information safe.
My backup plan consists of Internet/antivirus security and external storage. As I've listened and read about the potential dangers to my computer, my information and even my identity, I realize that my nonchalant attitude toward these security measures made me a prime target for threats. I now feel like I've considered these needs and have come up with a solution that fits my lifestyle and computing habits; which is important in order for me to stay on top of the plan that I've put together. I know that what I've set up for myself is not to the extreme, but it is a step in the right direction and is one I know I can maintain.
I anticipate that I will continue to hear about security options and needs/ideas both from my classmates and as new products are developed. I am willing to keep an open mind and I expect that I will adapt my plan as new information comes my way. As a responsible user it is my job to be aware of potential threats as well as the most current resources available to keep my computer and my information safe.
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