Goodbye Everyone!

Today's class, like many of the other classes we've had over the semester, was quite enjoyable. I really liked seeing how what we've learned is applicable outside of this classroom, and into our own classrooms and teaching practices. This class has shifted my perspective in many ways, making more more aware of my intent and delivery of content and pedagogy. I believe that as a result, I have become a better teacher, and I only hope to keep growing. Thank you for making this class enjoyable and worthwhile. While I will miss coming here on Thursday evenings, I will take a lot of what we've learned and shared away with me. Therefore, as you've said, this is not the end, but only the beginning of something great. Wishing you, June, and everyone in the class, all the best. XOXO

Take away message (in-class post)

I really enjoyed class this evening. It was great seeing everyone's videos and partaking in discussions about them. Everyone did a great job. I thought the topics, production value, and overall quality was outstanding. Finally, the entire class was extremely encouraging to one another and that made presenting a warm, and enjoyable experience, not something intimidating.

Using technology as a tool for communication and interaction (chapt. 8 & 9)

I found chapter 8 to be quite interesting; chapter 9, not so much. Chapter 8 focused on communicating and networking with websites, blogs, wikis, and more, and I enjoyed reading about how we can use these tools to aid our instruction in the classroom while also sharing ideas and information through various learning environments. As a teacher, electronic communication is key. By maintaining communication with students, parents, peers, and administrators even while outside of the constraints of the classroom, interaction and synchronicity can be maintained at all times. I was intrigued by the text's mention of the five major ways for teachers to use electronic communication both inside and outside of the classroom, which included: (1) Teaching interactively, (2) Sharing information, (3) Building learning communities, (4) Publishing student work, and, (5) Energizing student writing. While I discovered points of interest in each of these categories, the section on sharing information really got me thinking. The text mentions that 36 percent of families use the internet to communicate with schools, although only once of twice a year. This statistic dumfounded me. Family members are contacting schools only once or twice a year? That's it? With electronic communication so widely accessible, this statistic seems quite low. Further, the book claims a positive connection exists between internet-based family communication and higher academic achievement. Why does this correlation happen? What's driving it? No matter the reasoning for it, we must use this realization to our advantage an bring families into the educational mix through online communication. But how can we accomplish this? How can we engage families into the learning process using electronic communication? As the chapter continued, information about textspeak was presented. This email and instant messaging language of abbreviations, symbols, and letters, (and also emoticons) is used to achieve quick communication. As a preservice ELA teacher, I am curious how the internet with shape the constrict of language as we know it as generations continue to technologically progress. Will text speak become standardized? Is it rly kewl 2 talk lik dis? I found this cool website that explores chat acronyms and text messaging shorthand, and provides a list of meanings for those of us who may be a bit out of touch with this lingo: http://www.netlingo.com/acronyms.php. This got me thinking again, wondering how textspeak is influencing formal education and standardized english grammar rules. Is it ever acceptable to use this language in schools? As educators, do we move with the times and adapt to this new trend, or squash it in its place and banish it completely from our classrooms? As I wrapped up chapter 8, I was thinking about collaborative learning and the text's mention of its place in learning as a result of technology integration. Both wikis and blogs encourage students to work together to learn information and provide feedback and create discussion with their peers. In this sense, technology can be a very collaborative tool. However, technology also gets a wrap for being isolating and leading to anti-social traits in those who spend countless hours behind their computer screens. So where is the dichotomy happening? Is technology a tool that brings us together or one that keeps us apart? How has technology effected our capacity for socialization? Just to touch on chapter 9, I was unimpressed by most of the information provided by the text. PowerPoint, though a great resource in classrooms, is already partially outdated. In fact, I did not learn about any new resources from this chapter. Where was information about sites like Prezi? This presentation site is so much interactive, engaging, and aesthetically pleasing than even the best PowerPoint. The only cool thing I found in chapter 9 was the lesson activity idea all the way at the end of the chapter. Here, they discuss having students go on a poetry hike, bringing along a camera and later, creating a haiku-type poem that will provide a multi-sensory experience. I want to use this idea in my own classroom one day, and will think on a way to incorporate it into my own teaching practice.

Take away message (in-class post)

Today we spoke about digital citizenship and how we can teach students to become consumers and producers of technology in appropriate ways. This conversation was turned out to be very rich and really piqued my interest. We then broke off into groups for our educational videos. I am happy with my group and we chose a topic I am looking forward to exploring: Tolerance.

Take away message (in-class post)

After class on Thursday night, I walked away feeling a lot more empowered in my ability to create a WebQuest I could be proud of. Prior to class, I was feeling very limited by the capabilities of Digication, believing that I could not "jazz" up my project, making me feel like I would never want to show this WebQuest to any future students. However, after viewing the two sample WebQuests and how they were able to add details of interest in, I see the possibility for me to do the same. Going forward, I am excited to work of my WebQuest and see what I can transform it into!

Educational Software (Chapter 7)

I found chapter 7 interesting, because it gave me a new perspective on what software is and how we use it all the time without even thinking much about it. I must admit, software is something I take advantage of without so much as a nod of appreciation. For instance, take a look at this blog post I am currently writing. Someone had to figure out how to setup all of the design layout, interactive features, html formatting and ensuring that she I hit the "Publish" button, my writings become saved and made available for public access. Pretty intricate stuff. I use software like Microsoft Office, Adobe Programs, Apple Software, and much more on a regular basis, always expecting them to be there and be capable of doing whatever tasks I need done. I see now how much time, energy, and consideration must have gone into these programs in order to enable them to function in the way they do.

However, since software is something I am already very comfortable and familiar with, I feel that I didn't take away too much new information from this chapter. I know how to use at least one form of every one of the standard software applications mentioned and am comfortable enough with it to intertwine it into my lesson plans without even noticing I have made such a decision. I understand that there is software that is more functional in the classroom that others, but as the text mentions, many of those choices in software used in the classroom are made by administration. For instance, my school uses PowerSchool for all of its attendance and grading purposes. This has been decided upon by administration and all teachers must oblige. The information about evaluating software seems helpful, in theory, but when and why would I use this if I am not able to add input into what software we use in my classroom? Further, some of the software mentioned I would have though of as websites or digital tools. Take Google Earth, for instance. This is an awesome program that I have use in my classes many times over, but what makes it software instead of a website?

The text's mention of virtual world reminded me of an experience I had in my undergraduate program. I was enrolled in a "Learning Through Technology" class, similar in concept to this class. This class was scheduled to meet twice a week, but we would meet in person once a week and online the other day. When we would meet online, we would all meet up in SecondLife, an incredibly expansive virtual world. Since we'd all be using headsets, we'd be able to converse as well. The teacher would lead us to various areas in this world to teach a particular concept or give a particular experience. I remember that we once explored a virtual Psych Ward, and as you walked through different visual or auditory simulations would take place to mimic the experience of having schizophrenia. It was very interesting and enlightening, and I really enjoyed my time using this software. This experience created "stealth learning" for me, because I often forgot that I was learning and saw what I was doing as just enjoyable and entertaining. This seems to be the best way to use software in schools.

As I read this chapter, I was left with three questions:
1. How is software different from websites and digital tools?
2. With so much preexisting software, is it necessary, or even useful for teachers to design their own software, much as they would there own website?
3. If you are currently teaching or in a school, how do you use "stealth learning" in your classes? Do you think students take away more from this practice or is it comparable to simply teaching a standard lesson from the front of the room?

Take away message (in-class post)

This week I really enjoyed our conversations. I think the class as a whole really shared their thoughts, opinions, and perspectives with great depth and openness. Walking away from class tonight, I am taking away a conflicting perspective on virtual field trips and interactive classroom technologies that may function in place of hands-on learning experiences. While I see the benefit of online learning, I do think there is nothing like sensory experiences to create lasting learning memories. As teachers, we must find this balance. Virtual learning provides savings with funding that low-income schools may not have to spend on those types of resources, while also providing opportunities that may not have otherwise been available for a multitude of reasons. Also, I was considering the fact that students who were absent or out of the classroom during this experience would not miss out on this learning like they would in a typical lab class where the experience happens only one time, and cannot ever truly be recreated. However, I think students still need opportunities to experience hands-on learning, where they can see, feel, touch, and smell materials. Virtual learning and virtual field trips cannot replace these experiences, but they certainly do enhance them.