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.

Implementing Educational Technologies (chapters 4&6)

What I took away from the readings this week is that if technology is implemented correctly, it can be a truly powerful tool, both inside and outside of the classroom. Technology provides resources to teachers that will help us search out and discover pertinent content, organize this said content for more simplified retrieval, stay up to date on what's happening on the web and in the world, and engage students in new and exciting ways. Chapter four demonstrated to me that technology integration is a process that does not come to fruition overnight. Once educators decide that they are going to build their technology integration skills, they must figure out where to go next, but before that next step can be taken, they must come to discover where they are at currently. Looking at the stages provided on page 90 of the text, I believe that I am slowly coming out of the adoption stage and beginning to enter the adaption stage. Now that I have learned many new technologies, I am discovering ways to successfully implement them into my classes as part of my regular practice. Chapter 6 helped offer even more resources that I can use in my classroom to aide in all facets of my classroom structure. I particularly liked the information about social bookmarking. I am a big proponent of electronic bookmarking on my personal computer, and the idea of widening the scope here is quite enthralling to me. I currently use a few sites that would be considered social bookmarking sites, but they are not often used for education purposes. Perhaps you have heard of Pinterest or StumbleUpon. These site organize sites that you deem "favorites" and place them into categories. I use my Pinterest account everyday, and what I "repin" comes in handy in my life on a daily basis. I find myself using recipes I've pinned, or looking back at hair/makeup style ideas, or even passing on wedding ideas to my friend who is getting married later this year. Recently, I was sent an invitation to "pin" into a multi-user board titled "Vegetarian/Vegan Dishes". I found this particularly cool because there are thousands of people who have access to "pin" things they like relating to this subject into this space. I can then access this board and see what other users have bookmarked and reference back to it when I am looking for my next meal. Here is the link to my Pinterest, so you can see how it works and some of the things I have pinned: http://pinterest.com/samacc1621/ With that said, I was pleased with the other social bookmarking sites offered by the text and I will be checking some of those out ASAP.

I'd like to leave you with some questions to ponder and as a platform for discussion:
(1) Are you familiar with any other social bookmarking sites not mentioned here or in the text? What do you use them for?
(2) The text mentions virtual field trips. I have explored this with the USHMM website and it was a great success. Anyone else ever tried this? What sites? How'd you organized this? How long did it take you?
(3) Are you for or against lesson planning websites? Sure, it is convenient to utilize someone else pre-made lesson, but is it effective? Should we be creating our own lesson and our own materials or is it ok to borrow from others?