Digital Language

noreply@blogger.com (Anonymous) — Mon, 17 Mar 2014 07:45:00 +0000

Gathering Data About Students

Survey Monkey =

https://www.surveymonkey.com/s/DMPJJRX

noreply@blogger.com (Anonymous) — Mon, 17 Mar 2014 06:52:00 +0000

Gathering Data About Students

Interest survey =

http://www.theteacherorganizer.com/2011/07/things-that-interest-me-kid-1q2survey.html

My students are always motivated and engaged when they are learning about something they are interested in. By having their areas of interest identiﬁed I will be able to plan accordingly to keep them engaged and on task throughout the lesson/unit. I will continue to integrate their areas of interest into different classroom projects, themes, and units.

This interest survey is designed for primary grades including second grade. It is easy to complete for students and parents, and will provide some good information which can be used to guide my suggestions for independent reading materials. My hope is that students will complete the survey with their parents nearby, so parents have the advantage of hearing the information from their own children. Also with a little encouragement and help, they can then use the survey information to provide more independent reading material relevant and interesting to their children.

Learning styles survey = www.jones.k12.ms.us/.../Form

A learner proﬁle describes the ways in which my students learn the best. A learner proﬁle can include information on learning preferences and differences related to gender, culture, and personality. It also might include information on my students learning strengths, needs and types of supports that have been successful in the past. Learning preferences and learning styles preferences typically refer to the general environment in which a student learns best. This may include preferences for: a quiet versus noisy room, a busy room with lots to look at and interact with versus a bare room with few distractions, a movement friendly room versus one in which sitting still is valued, a ﬂexible schedule versus a ﬁxed schedule, a warm versus a cool room to work in.

Learning styles typically refer to how a student tends to use senses to learn. Auditory learners like to hear directions aloud, discuss what they are learning, use word games, puzzles, riddles and songs, work with partners, do choral reading, and teach others for clariﬁcation. Visual learners like to draw pictures to represent ideas, use games and puzzles, use visual clues to remember, use visualization to see pictures in their minds, use graphics and ﬂowcharts, use videos for review, look at books, watch others to see what to do. Kinesthetic learners like to have opportunities to move around, trace and outline, act out concepts and stories, make models or do experiments, write or draw while listening, walk while talking, and imagine themselves in the situation.

The goal of a learner proﬁle is to ﬁnd out as much as possible about how an individual learns. The goal is not to label students as certain kinds of learners but rather to help them develop multiple pathways for learning. When working on unfamiliar and/or challenging tasks, students will be more conﬁdent and motivated if they are able to work in their areas of strength. Students need frequent opportunities to work in their preferred sensory and thinking styles. At the same time, it also is critical to ensure that students have learning opportunities that stretch them beyond their preferences and allow them to develop a wider set of learning skills. This will help them become more conﬁdent learners who can work through challenges.

Learning Style Inventory

Grades K - 2

Name: Grade: Date:

My best way of learning is:

Kinesthetic

N 1.	I can put things together without directions.	J	L
ö 2.	I learn best when I create something by myself.	J	L
e 3.	It helps me if I can move around when I work	J	L
b 4.	I use my hands when I talk.	J	L

Total # of responses: yes______ no______

Auditory

– 5.	I read better when I read aloud.	J	L
õ 6.	I would rather listen to a story than read it myself.	J	L
Ž 7.	I get distracted by noises like whispering or coughing	J	L
à 8.	I would rather tell the answer than write it down.	J	L

Total # of responses: yes______ no______

Visual

O 9.	When I finish my work, I like to draw pictures on it.	J	L
ó 10.	I need to see my teachers face when she is teaching.	J	L
ñ 11.	I need to see pictures and videos to help me learn.	J	L
ã 12.	I need to write it down so I won’t forget it.	J	L

Total # of responses: yes______ no______

Total # of “yes” responses Kinesthetic

Auditory

Visual

Multiple Intelligences Survey =

https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&ved=0CCoQFjAA&url=http%3A%2F%2Fgssd.ca%2Fdocs%2Fstudent%2520srvcs%2FModule3LearningProfileInventorySample.doc&ei=O5gmU5OfFoTsyQGby4

Another framework for reﬂecting on how individuals learn is examining different types of intelligence. Intelligence can be deﬁned as a brain-based predisposition to excel in a particular area. Howard Gardner (1994) identiﬁed eight intelligences, that individual possess in varying combinations. Thomas Armstrong (1994) came up with student-friendly terms for each intelligence: verbal-linguistic intelligence (or word smarts), logical-mathematical intelligence (or number smarts), interpersonal intelligence (or people smarts) intrapersonal intelligence (or self smarts) spatial intelligence (or picture smarts) musical-rhythmic intelligence (or music smarts) bodily-kinesthetic intelligence (or body smarts) naturalistic intelligence (or nature smarts).

The purpose of the Getting to Know You Survey is to gather information about students’ learning profiles and interests in order to guide instructional planning and to differentiate accordingly. Some recommendations for completing Getting to Know You Survey is to

Explain that there are a variety of options from which to choose within each column and that some items within a column may be opposites. It will also direct each student to check every item that applies to him/her in each column. It will help students prioritize items that have been checked in each column.

Getting to Know You . . .

To do my work, I like to. . .	When working, I like . . .	When working, I like the room to be. . .	To share information with others, I like to . . .	At school, I like. . .	In my spare time at home, I like to . . .	In my spare time at home, I like to . . .
Sit	Quiet	Cool	Tell what I know	Music and/or Art	Work/play outdoors	Make music or play an instrument
Stand	Music	Warm	Show what I know	Reading	Watch or play sports	Create art (sculpt, draw, make crafts)
Lie on the floor	Noise	Light	Write about what I know	Writing	Play games (board or computer)	Collect things
Work Alone	Activity	Dim	Other (?)	Math	Create make-believe stories	Act out stories
Work with a partner	No movement	Lights off		Social Studies	Build or create things	Help others
Other (?)	Other (?)	Other (?)		Science	Read	Other (?)

noreply@blogger.com (Anonymous) — Fri, 28 Feb 2014 00:12:00 +0000

Final Blog Post

While reflecting on my GAME plan, I realized I need to provide more scaffolding. This will provide smoother transitions from whole instruction to collaborative group instruction. This will also provide a clear understanding of the task at hand and what is required of them to complete these units. I also believe this will provide student engagement throughout the unit. After applying and implementing all of these new steps or strategies students remain will remain focused and on task from the beginning to the end of the lesson.

This process begins with me modeling so that my students know exactly what I expect their project or assignment to look like. Next I will continue with whole group instruction however, this time we will create audio, imagery, and video together as a whole class. Third, I will break the class into their collaborative groups of four, and as a group they will create the next audio, imagery, and video. Fourth I will assign each student to work with a partner. Close to the end of the lesson my students will be giving the opportunity for independent practice.

With technology changing every day, it is almost impossible to keep current, however more importantly I will continue to research for more meaningful and engaging technology.

Along with technology I will implement, integrate, and incorporate other types of Social Networking and Digital Storytelling technology to include: Facebook, Twitter, Texting and other student friendly websites. I will also continue to make sure that all technology is appropriate for my classroom. By finding new technology to incorporate and integrate this will also provide even more meaningful, and engaging lessons for my students.

Another aspect when working with technology is to find or create better rubrics to make lessons more meaningful for future students. For daily informal assessments, I will assign team captains with the job of evaluating collaborative group’s ongoing progress. I would also like to see partners evaluate each other’s progress, and for independent situations students can self-evaluate their daily progress to stay focused and on task. I believe that it is time for students to take responsibility of their own learning, and teachers need to hold them accountable for their academic responsibility. Finally, I will research and consider other interesting topics for GAME plan lessons/units which in turn will help my students stay engaged and on task from the beginning of the lesson/unit to the end of the lesson.

Monitoring Your GAME Plan Progress

noreply@blogger.com (Anonymous) — Thu, 30 Jan 2014 07:32:00 +0000

Monitoring Your GAME Plan Progress

. 1. Are you finding the information and resources you need?

Yes and no; My GAME plan is tilted Digital Vocabulary. For unit I will teach my students how to create new set of vocabulary words using the Interactive Smartboard including the imagery, audio, and video for each vocabulary word. First, I will model how to combine imagery and a new vocabulary word. Next I will model how to add audio to the same vocabulary word. If available, I will model how to add video to a vocabulary word. My students will use technology like Voice Thread to create their own presentation. Students will present vocabulary words defined by imagery, audio and if possible video.

Finding imagery to define their vocabulary words has not been a problem thanks to websites and search engines like Google Images. What has been a challenge for some students is narrowing images down to one image that best defines their vocabulary words.

Finding audio to add to a specific vocabulary word and imagery has been challenging. One adaptation to the audio aspect was allowing students to create audio with their own voices. Some students have the talent to imitate sounds they hear and reproduce that sound with their own voice.

Adding video to their vocabulary words has also been a bit challenging. The issues with video has been finding video segments that are appropriate for school, and finding videos that are short segments under ten seconds has also been challenging. A video adaptation or adjustment we made was learning how to download and use computer programs that allow you to edit video.

2. Do you need to modify your action plan?

Another modification is providing more scaffolding. First I will have the class break into their collaborative groups and work with their groups to add imagery and audio to a second vocabulary word. After that I will strategically partner students to add imagery and audio to another vocabulary word. Eventually students will be able to independently add imagery and audio to a fourth and fifth vocabulary word.

3.What have you learned so far?

I learned how important it is to communicate with other educators, specialists, and educational coaches in my district to identify what tools do they have in place, and how are they using them.

I also learned that each student has their own unique gifts and talents. It is up to me as an educator to identify those gifts and provide choices and opportunities that allow my students to maximize those gifts (Laureate Education, Inc., 2011).

Ultimately, I have learned that when you are integrating technology, as a teacher, I need to be flexible with be able to modify the lesson, provide strategic scaffolding, add more or better technology, and increase the timeline.

4. What new questions have arisen?

To save time should I find vocabulary words that have many options for imagery, audio, and video segments?

Should I include programs that edit images, audio, and video? If so, should I increase the timeline to accommodate websites and software that will allow my students to edit their images, audio, and video?

I don’t want to limit my student’s creativity, so how much scaffolding should I provide?

References:

Cennamo, K., Ross, J. & Ertmer, P. (2009). Technology integration for meaningful classroom use: A standards-based approach. (Laureate Education, Inc., Custom ed.). Belmont, CA: Wadsworth, Cengage Learning.

Laureate Education, Inc. (Executive Producer). (2011) Meeting students’ needs with technology, part 2. [Video webcast]. Retrieved fromhttps://class.waldenu.edu/webapps/portal/frameset

noreply@blogger.com (Anonymous) — Tue, 21 Jan 2014 06:34:00 +0000

GAME Plan

My GAME Plan lesson will is titled: Digital Vocabulary. This second grade unit plan is part of my weekly vocabulary lessons. The literary unit is entitled: Fairy Tales and Tall Tales.

This week I will begin to carry out my Game Plan by identifying, what resources I need, and what additional information I will need.

My Game Plan is continuing to develop and evolve this week after learning about the Universal Design to Learning (UDL). UDL’s which helps educators to create lessons that meet the needs of diverse learners (Cennamo, Ross, & Ertmer, 2009). Technology is an important part of a UDL. For this GAME Plan unit, UDL’s are communication tools and multimedia tools. UDL’s help build communication skills and help support student learning in the mode that they prefer (Cennamo, et. al., 2009).

What resources will I need?

My before class preparation will be to sign up a daily time slot in the computer lab. Plan B for the technology tools will be to sign up for a daily time slot for the portable I-pad computer lab. For both cases I need to check that both labs contain the correct software and/or internet access.

I have decided to begin with the use of a VoiceThread. I want to collaborate with the technology specialists at my school to gain more insight the best use of a VoiceThread. I will also need to obtain the school internet guidelines and collaborate with the administrators regarding any suggestions they may have for incorporating these tools and communicating with parents. Through professional collaboration with my colleagues, I will gain the knowledge and resources necessary to carry out my plan.

What Information is Needed?

I will also communicate with other educators, specialists, and educational coaches in my district to identify what tools do they have in place, and how are they using them. I also want to use a reflective journal of my insights and reflections throughout my collaboration, and implementation process.

Technology allows educators to reach a variety of students with diverse needs. All students deserve an opportunity to learn and express themselves, in a way that is meaningful to them (Laureate Education, Inc., 2011). Technology provides this opportunity for students to be creative. I am looking forward to begin implementing this unit with my students so that I can further enhance their learning experience. All children can learn and have their own unique gifts, it is up to the educator to identify those gifts and provide choices and opportunities that allow students to maximize those gifts (Laureate Education, Inc., 2011).

References:

Laureate Education, Inc. (Executive Producer). (2011) Meeting students’ needs with technology, part 2. [Video webcast]. Retrieved fromhttps://class.waldenu.edu/webapps/portal/frameset

International Society for Technology in Education. (2008). National education standards

for teachers (NETS-T). Retrieved from http://www.iste.org/standards/nets-for-teachers

noreply@blogger.com (Anonymous) — Thu, 16 Jan 2014 07:54:00 +0000

Daily Lesson GAME Plan – Problem Based Lesson Plan

Lesson Title: Digital Vocabulary

Related Lessons: Weekly Vocabulary

Grade Level: 2^nd Grade

Unit: Fairy Tales and Tall Tales

GOALS

Content Standards:

RL 2.2 Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.

RI 2.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.

RF 2.3 Know and apply grade-level phonics and word analysis skills in decoding words.

ISTE NETS-S

Instructional Objectives: Students will demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.

ACTION

Before-Class Preparation: Check Lab computers for correct software.

During Class

Time 2 weeks

Instructional Activities Model on the Smartboard how to create an interactive vocabulary presentation.

Materials and Resources

Computer lab and/or portable iPads lab

Note student groupings, environmental modifications needed, etc:

Strategically pair partners with one high achieving student and one low achieving students.

MONITOR

Ongoing Assessment(s): Daily informal assessments and formal presentation assessment.

Accommodations and Extensions: Extra lab time and/or if set up as a wiki, students can work on at home.

Back-Up Plan: 1. Simple PowerPoint presentation. 2. Comic strip vocabulary presentation 3. Puppet Show vocabulary presentation.

EVALUATE AND EXTEND

Be specific and include the evaluation that you will use for this lesson:

Vocabulary Builder
	F 0 pts	D 1 pts	C 2 pts	B 3 pts	A 4 pts
Vocabulary Word	F The vocabulary words is not listed or does not match the definition.	D The vocabulary words is not listed or does not match the definition.	C The vocabulary word is listed, but spelled incorrectly.	B The vocabulary word is listed and spelled correctly.	A The vocabulary word is listed and spelled correctly
Vocabulary Definition	F The definition of the vocabulary word is not included on the page or the wrong definition is written	D The definition of the vocabulary word is not included on the page or the wrong definition is written.	C A definition of the vocabulary word is written in paraphrase.	B The correct definition is PARTIALLY written next to the given vocabulary word.	A The correct definition is written next to the given vocabulary word
Illustration	F Picture is not relevant to the sentence or definition. No color is used, or there is no picture.	D Picture is not relevant to the sentence or definition. No color is used.	C Picture is relevant to the sentence or definition. Little attention to color or detail is demonstrated.	B Picture is relevant to the sentence and given definition of the vocabulary word. Color and details are included.	A Picture is relevant to the sentence and given definition of the vocabulary word. Color and details are included

LESSON REFLECTIONS AND NOTES:

noreply@blogger.com (Anonymous) — Mon, 19 Aug 2013 09:52:00 +0000

Blog: Final Reflection

Step 1

Most of my personal learning theory from week one for the most part still holds true. There is one modification I will implement moving forward. Originally I stated that I would have a classroom where Connectivism and Constructivism (Laureate Education, Inc., 2011a) are the learning theories used the majority of the time. I still plan on incorporating both learning theories into my curriculum; however the majority of the time will be dedicated to the social learning theory. I believe that the social learning theory combined with the cooperative learning and a technology tool like voice thread is the most powerful combination in a teacher’s arsenal.

Step 2

Before I took this class my list of technology tools was a document camera and a smart board. There are now several technology tools I plan on implementing along with the social learning theory and cooperative learning are: blogs, wikis, virtual field trips, web quests, concept mapping, and voice threads. Any of these technologies I just listed combined with social learning theory and cooperative learning will create the strongest connections, be the most authentic, and will meet the most diverse needs in the classroom.

Step 3

Two long term goals I will implement is replacing my weekly newsletter to parents with a class wiki that will be online and have the ability to access anywhere and anytime. I plan on first creating and sharing a blog with my students and parents. As they become comfortable with following the blog and responding to it, I will then switch gears and create a classroom wiki that will eventually replace the weekly newsletter. The second long term goal I have is assign this year’s heritage project as a voice thread. I may have to introduce it a couple of months ahead of time, and model how to navigate, create, and respond to a voice thread. I may have to have a special parent meeting to introduce the voice thread, and teach parents how to navigate, create, and respond to a voice thread. I understand that there will have to be a lot of bugs I have to sort and fix along the way. I will be patent with parent and students and not assign official classroom presentations until I see that students and parent are understanding how to use a voice thread and hopefully having fun and creating some really interesting voice threads.

Step 4

URL: http://digitallang.blogspot.com/

Behaviorism in Practice

Dr. Michael Orey stated in the video segment Behaviorist Learning Theory that some experts say behaviorism is dead (Laureate Education, Inc., 2011). He stated that behaviorism is used every day in everything that we do (Laureate Education, Inc., 2011). Dr. Michael Orey also stated in the video segment Behaviorist Learning Theory that reinforcement is more powerful than punishment.

From the book, Using Technology With Classroom Instruction That Works in terms of providing recognition, some research has shown praise and recognition can have negative effects on intrinsic motivation (Hubbell, Kuhn, Pitler, 2012). While other research shows praise and recognition can have a direct and positive impact on effort, persistence, and motivation. (Hubbell, Kuhn, Pitler, 2012) I teach second grade, and I agree with Dr. Orey, reinforcement is more powerful than punishment. Praise and recognition can go a long way in second grade. For example, I had a second grader last year who lived one week with mom and the next week with dad. This situation had a very negative affect on her academically in first grade. She started second grade on a first grade reading level. I believe consistent recognition and praise provided a spark that carried her through second grade and she ended second grade on a third grade reading level.

The book Using Technology With Classroom Instruction That Works stated that research shows there are mixed feeling about the effectiveness and importance of homework (Hubbell, Kuhn, Pitler, 2012). Some research says homework provides an opportunity to practice, review, and apply what they have learned in class (Hubbell, Kuhn, Pitler, 2012). Other research says they have found no positive relationship between homework and achievement (Hubbell, Kuhn, Pitler, 2012). In my second grade class, I assign homework nightly. They have one page of reading, one page of math, and one spelling word activity. For my students it is usually the difference between an A or an F on their spelling test. Students who complete their nightly spelling homework are usually the students who perform well on their spelling test. Students who chose not to do their spelling homework correlate with the students who fail their weekly exam.

References:

Laureate Education, Inc. (Producer). (2011). Program four: Behaviorist learning theory [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1

Pitler, H., Hubbell, E. R., & Kuhn, M. (2012). Using technology with classroom instruction that works (2^nd ed.). Alexandria, VA: ASCD.

noreply@blogger.com (Anonymous) — Thu, 01 Aug 2013 07:04:00 +0000

Connectivism and Social Learning in Practice

Voice Thread URL: http://walden.voicethread.com/share/4768377/

In the book Using Technology with Classroom Instruction that Works, Pitler, Hubbell, and Kuhn (2012) explain how the instructional strategy of cooperative learning focuses on having students interact with each other in groups in ways that enhance their learning. Pitler, Hubbell, and Kuhn (2012) went on to explain how technology can play a unique and vital role in cooperative learning by facilitating group collaboration, providing structure for group tasks, and allowing members of groups to communicate even if they are not working face to face.

In the video segment Social Learning Theories, Dr. Orey (Laureate Education, Inc. 2011) defines Social Learning Theory as students being actively engaged in constructing artifacts and conversing with others. This week Voice Thread in an educational Web 2.0 technology tool that can have a huge educational and academic impact on students in every grade level and every subject. It is a perfect example of a social learning theory instructional tool that allows students to communicate and collaborate. Its audio and visual technology will have students engaged and help create strong connections processing new information for long term memory.

One Project that intrigued me was the Flat Classroom Project (www.flatclassroomproject.org). Students collaborated with students across the globe via blogs and wikis and experienced how voice over internet protocol are “flattening the world” (Pitler, Hubbell, and Kuhn 2012). My plan is to use this technology to expand the walls of the classroom to include parents, friends, and families.

References:

Laureate Education, Inc. (Producer). (2011). Program eight: Social learning theories [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1

Pitler, H., Hubbell, E. R., & Kuhn, M. (2012). Using technology with classroom instruction that works (2^nd ed.). Alexandria, VA: ASCD.

noreply@blogger.com (Anonymous) — Thu, 25 Jul 2013 07:53:00 +0000

Constructivism in Practice

In the book Using Technology with Classroom Instruction that Works, Pitler, Hubbell, and Kuhn (2012) explain how generating and testing hypotheses is a strategy that is applicable in all content areas not just science. Step two of generating and testing hypotheses (Pitler et al., 2012) is problem solving. Constructionism is highly visible in project, problem, and inquiry based learning (Laureate Education, Inc. 2011). In constructionism and generating and testing hypotheses students are engaged in complex mental processes which also enhances students overall understanding of the content. These two processes give students the opportunity to create, and give teachers the opportunity to guide as a facilitator.

Integrating technology into constructionism and generating and testing hypotheses will engage students and create strong connections that will allow students to process new information into their long term memory. Programs like Inspiration and Kidspiration are great for students to create concept maps to help them organize their ideas and to create a brainstorm list to help generate a hypotheses. Power Point is another great example of incorporating technology into both constructionism and generating and testing hypotheses. For constructionism students are creating a presentation. For generating and testing hypotheses, students are presenting their solution to their hypotheses.

Reference:

Laureate Education, Inc. (Producer). (2011). Program seven: Constructionist and constructivist learning theories [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1

Pitler, H., Hubbell, E. R., & Kuhn, M. (2012). Using technology with classroom instruction that works (2^nd ed.). Alexandria, VA: ASCD.

noreply@blogger.com (Anonymous) — Thu, 18 Jul 2013 05:32:00 +0000

Cognitivism in Practice

In the book Using Technology with Classroom Instruction that Works, Hubbell, Kuhn, and Pitler (2012) explain how cues, questions, and advance organizers enhance student’s ability to retrieve, use, and organize information about a topic. Cues are defined as hints, and questions trigger students to access previously learned information (Hubbell, Kuhn, Pitler, 2012). Advance organizers aid students to focus on important points (Hubbell, Kuhn, Pitler, 2012).

In my classroom on a weekly basis, my students use a graphic organizer called a flow map to organize their ideas for writing. The flow map includes an opening sentence, three big ideas, details for each big idea, and a closing sentence. In the video segment Cognitive Learning Theories, Dr. Orey (Laureate Education, Inc. 2011) discussed how images are powerful tools for students to use in the classroom. Concept mapping is a great example of cognitive learning theory. In order to integrate technology into my writing lesson, I plan to implement a computer program called Kidspiration (Inspiration software Inc. 2010). Students will still be able to incorporate all the items that are on the flow map. In addition, Kidspiration students will also able to add images and create a concept map that is designed specifically for them (Inspiration software Inc. 2010). The images and their unique concept map will help create those strong connections needed for students to be able to commit this new information into their long term memory and be able to retrieve this information for future use.

Kidspiration (2010) is also a great cognitive tool for summarizing and note taking. Kidspiration (2010) has a rapid fire tool specifically designed for quick texting.

Another great cognitive learning tool is virtual field trip. A virtual field trip allows you to go outside the four walls without really leaving the classroom. During a social studies lesson on community, students who knew their home address we were able to type it into Google Earth (2010). Using satellite technology Google Earth (2010) would bring up a real picture of the student’s house and front yard. Needless to say, all the students who didn’t know their address knew it the very next day.

References:

Google. (2010) Google Earth (Version 6) [Computer program]. Available at
http://www.google.com/earth/download/ge/… (Accessed 17 July 2013)

Source(s): http://lrweb.beds.ac.uk/help/guide-to-re…

Inspiration software Inc. (2010). Retrieved from phttp://www.inspiration.com/Kidspiration

Laureate Education, Inc. (Producer). (2011). Program five: Cognitive learning theory [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1

Laureate Education, Inc. (Producer). (2011). Program six: Spotlight on technology: Virtual field trips [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1

Pitler, H., Hubbell, E. R., & Kuhn, M. (2012). Using technology with classroom instruction that works (2^nd ed.). Alexandria, VA: ASCD.

noreply@blogger.com (Anonymous) — Mon, 15 Jul 2013 06:04:00 +0000

Thank you for sharing Jessica,

I understand that ultimately we want our students to be global life learners who are intrinsically motivated. Maybe I am just a primary teacher who still uses teacher’s intuition (Laureate Education, Inc., 2011). Praise and recognition are two very powerful strategies. I truly believe that intrinsic motivation has to be sparked by extrinsic motivation. There has to be a seed planted before you get a tree.

Just a final thought,

Val

References:

Laureate Education, Inc. (Producer). (2011). Program one: Understanding the brain [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1

Laureate Education, Inc. (Producer). (2011). Program two: Brain research and learning [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1

noreply@blogger.com (Anonymous) — Sat, 13 Jul 2013 23:00:00 +0000

Here a just a few of the wonderful teacher blogs I enjoy following. They are very creative and innovative when it comes to using technology in the classroom.

http://coolcatteacher.blogspot.com/

http://www.myteacherpages.com/webpages/yollis/

noreply@blogger.com (Anonymous) — Thu, 11 Jul 2013 04:10:00 +0000

Behaviorism in Practice

References:

Pitler, H., Hubbell, E. R., & Kuhn, M. (2012). Using technology with classroom instruction that works (2^nd ed.). Alexandria, VA: ASCD.

Reflection: Final Blog Posting

noreply@blogger.com (Anonymous) — Mon, 24 Jun 2013 06:11:00 +0000

Reflection: Final Blog Posting

In two years I plan on mastering wiki’s, podcast and blogs. These three academic tools will provide 21^st century skills (2011b) that is currently lacking in my classroom.

There is a huge difference between knowing about technology and knowing how to use new technologies to teach. I knew that new technologies existed, however I did not know how I could take these new technologies and integrate them into my daily lesson plans. This class has opened up a whole new world that I knew existed, but I did not know how to access these technologies, let alone integrate them into my classroom. Thanks to this class I am excited to teach again, and I have regained that passion for teaching I had as a new teacher. I now have my own blog (Digital Language) that I am very proud of and I will use it as a catalyst for next year. The URL for my blog is http://digitallang.blogspot.com/. I truly believe that millennial learners (2011a) speak a digital language. It our responsibility has teachers to learn and speak this digital language to engage and impact these millennial learners to become global lifetime learners.

I have been on a wiki before but did not really understand what it was or how to use them. I always got stuck just trying to navigate thru them. I have been on Wikipedia a hundred times and did not know that I could edit a topic or revise it. I have always heard in the past that Wikipedia is not a reliable source for research papers. Dr. Thornburg (2008) spoke about how he finds it to be very reliable and how old encyclopedias edit and revise their topics much the same way that Wikipedia does but in a less reliable process. The difference is that hundreds of people edit and revise Wikipedia while only a handful of people edit and revise encyclopedias

My plan to integrate technology into my classroom is through 21st century Web 2.0 Tools (Dede, 2011a) in the form a classroom wiki that will also include blogging and podcasting. Initially, I will begin the year with a classroom wiki instead of the old weekly newsletter. This will inform parents and students of weekly happenings for the week including homework, spelling words, weekly literacy, and math concepts. Students and parent will be able to respond and comment daily to transform the weekly newsletter into an interactive wiki Web 2.0 Tool that will also include blogging and podcasting (Thornburg and Dede, 2011b).

As parents and students are able to navigate and participate in the classroom wiki, I will then introduce them to the new writing curriculum. I will inform parents and students that we will be using classroom blogging project to provide students with opportunities for creative writing using higher order thinking skills. Blogging will also provide my students with many opportunities to edit and revise their writing sharpening their academic writing skills. More importantly blogging will incorporate 21^st century skills (2011b) such as communication skills and technology literacy.

Students will eventually gain the knowledge and skills required to create and post podcasts (2011c) on the web. I have always wanted to create a podcast and I am grateful that this class gave me the opportunity to gain the knowledge on how to create and publish a podcast. A podcast is a great tool to incorporate reading, writing and technology with higher order academic skills.

Kottler, Zehm, and Kottler (2005) wrote about Attributes Of A Great Teacher in their book On Being a Teacher: The Human Dimension. Thanks to this class the complexion of my classroom is already changing from a teacher-centered classroom to one that is more student-centered. I plan to be a facilitator (2011d), who is aiding students' understanding.

This summer I was truly inspired by the movie Man of Steel. Superman’s father knew he was raising a boy who was going to one day change the world. I want to teach everyday knowing that my students will one day change the world. Technology will be my catalyst to engage and impact future generations.

References:

Kottler, J. A., Zehm, S. J., & Kottler, E. (2005). On being a teacher: The human dimension (3rd Ed.). Thousand Oaks, CA: Corwin Press.

Laureate Education, Inc. (2011a). Millennial Learning Styles [DVD]. Understanding the Impact of Technology on Education, Work, and Society. Baltimore, MD: Dede, C.

Laureate Education, Inc. (2011b). Skills for the 21^st Century [DVD]. Understanding the Impact of Technology on Education, Work, and Society. Baltimore, MD: Thornburg, D. & Dede, C.

Laureate Education, Inc. (2011c). Spotlight on Technology: Learning with Podcasts [DVD]. Understanding the Impact of Technology on Education, Work, and Society. Baltimore, MD

Laureate Education, Inc. (2011d). The Changing Role of the Teacher Part 1. Baltimore, MD: Dr. Thornburg, D.

Laureate Education, Inc. (2008). The Emergence of Educational Technology. Baltimore, MD: Dr. Thornburg, D.

Podcast Assignment: Profiling the Students of Today The URL for this podcast is http://digitallanguage.podbean.com/ I am a second grade teacher at Lee Antonello Elementary in North Las Vegas, Nevada. There are currently twenty two students in my classroom. My classroom consists of 46% Hispanic/Latin, 36% Caucasian, 9% African American, 9% Asian. Here is the questionnaire I created based on this week’s assignment. All questions are gauged for a daily basis. 1. How much time do you spend watching TV? 2. How much time do you talk on a cell phone? 3. How much time do you spend using a computer? 4. How much time do you spend using a computer to complete homework? 5. How much time do you spend surfing the web? 6. How much time do you spend texting with friends? 7. How much time do you spend instant messaging with friends? 8. How much time do you spend playing video games? 9. Is there anything else you spending a lot of time on? 10. Is there any other kind of technology you use at home? 11. Is there any other kind of technology you use at school? 12. Do you know what Facebook is? 13. Do you have a Facebook page? 14. Do your parents have a Facebook page? 15. Are there any other things like Facebook that you use? 16. Are there any other things like Facebook that your parents use? I chose three students, all with different backgrounds. My first student was Joey, a typical seven year old Caucasian. He is also an A & B honor roll student. The second student I chose was Tiana. Tiana is a seven year old American Asian, and she was a straight A student. The third student I chose was Leo a seven year old Hispanic American. Here are Joey’s responses: 1. How much time do you spend watching TV? Two hours a night 2. How much time do you spend talking on a cell phone? I don’t have a cell phone. 3. How much time do you spend using a computer? If it is a game like an hour. 4. How much time do you spend using a computer to complete homework? I don’t use the computer to do my homework. 5. How much time do you spend surfing the web? I don’t, sometimes if I have to for school, then my mom or dad have to help me. 6. How much time do you spend texting with friends? Sometimes my mom and dad let me text my big brother. 7. How much time do you spend instant messaging with friends? My mom and dad don’t let me do anything like that. 8. How much time do you spend playing video games? 2 or 3 hours a day and the weekend I might spend like four or five hours. 9. Is there anything else you spending a lot of time on? I play basketball at the YMCA. 10. Is there any other kind of technology you use at home? Yea my Nintendo 3DS. 11. Is there any other kind of technology you use at school? Yes, we go on ST Math or Ticket to Read. 12. Do you know what Facebook is? Yes. 13. Do you have a Facebook page? No 14. Do your parents have a Facebook page? I don’t think so, but my big brother does. 15. Are there any other things like Facebook that you use? No 16. Are there any other things like Facebook that your parents use? I don’t think so. Here are Tiana’s responses: 1. How much time do you spend watching TV? Sometimes I watch for an hour when my homework is done. 2. How much time do you talk on a cell phone? I don’t have a cell phone. 3. How much time do you spend using a computer? At school I use it every day for maybe half an hour. 4. How much time do you spend using a computer to complete homework? I don’t need the computer to finish my homework. 5. How much time do you spend surfing the web? Sometimes my mom lets me for an hour. 6. How much time do you spend texting with friends? Sometimes I text my cousins on my mom’s phone. 7. How much time do you spend instant messaging with friends? I don’t know what that is. 8. How much time do you spend playing video games? Not much, my mom and dad don’t like video games. Sometimes on the weekends we play the Wii. 9. Is there anything else you spending a lot of time on? Playing outside. 10. Is there any other kind of technology you use at home? I play on my DDS when my homework is done for a couple of hours. 11. Is there any other kind of technology you use at school? We use the ELMO and the Smartboard. 12. Do you know what Facebook is? Yes 13. Do you have a Facebook page? No 14. Do your parents have a Facebook page? Yes 15. Are there any other things like Facebook that you use? No 16. Are there any other things like Facebook that your parents use? I think they use Twitter. Here are Leo’s responses: 1. How much time do you spend watching TV? A lot I love cartoons. Like 3 or 4 hours. 2. How much time do you talk on a cell phone? I talk to my cousins on my mom’s phone for like half an hour. 3. How much time do you spend using a computer? I play games on my dad’s computer like for two hours. 4. How much time do you spend using a computer to complete homework? I go to ST Math or Ticket to Read like for an hour. 5. How much time do you spend surfing the web? My parents don’t let me do that. 6. How much time do you spend texting with friends? I don’t have a phone but sometimes I text my cousins on my mom’s phone. 7. How much time do you spend instant messaging with friends? Is that like texting? 8. How much time do you spend playing video games? All day if I could, like two or three hours. 9. Is there anything else you spending a lot of time on? I play me DDS for an hour. 10. Is there any other kind of technology you use at home? No 11. Is there any other kind of technology you use at school? The IPods. 12. Do you know what Facebook is? Yes 13. Do you have a Facebook page? I will when I’m an adult. 14. Do your parents have a Facebook page? Yes 15. Are there any other things like Facebook that you use? No 16. Are there any other things like Facebook that your parents use? I’ve seen my dad on twitter. Based these three responses, I took an average of the three individual responses to create a classroom demographic. After compiling the data, here are the classroom daily averages: 1. How much time do you spend watching TV? 2 hours 2. How much time do you talk on a cell phone? 0 hours 3. How much time do you spend using a computer? 1 hour 4. How much time do you spend using a computer to complete homework? 0 hours 5. How much time do you spend surfing the web? 0 hours 6. How much time do you spend texting with friends? 0 hours 7. How much time do you spend instant messaging with friends? 0 hours 8. How much time do you spend playing video games? 2 hours 9. Is there anything else you spending a lot of time on? Nintendo 3DS- 1 hour 10. Is there any other kind of technology you use at home? Nintendo 3DS- 1 hour 11. Is there any other kind of technology you use at school? IPods, Websites: ST Math, and Ticket to Read 12. Do you know what Facebook is? Yes 13. Do you have a Facebook page? No 14. Are there any other things like Facebook that you use? No 15. Are there any other things like Facebook that your parents use? 2 Sets of Parents use Twitter.

noreply@blogger.com (Anonymous) — Mon, 10 Jun 2013 07:34:00 +0000

noreply@blogger.com (Anonymous) — Thu, 30 May 2013 05:00:00 +0000

Evaluating 21st-Century Skills

Technology is all around us. We live in a world where new technology is being developed at record pace. As soon as you purchase the least and greatest, you look up and see a brand new commercial advertising the next latest and greatest, and two days later your newly purchased technology is now obsolete.

I also have a godson who not even two years old yet, he is still in a diaper and has a very limited vocabulary. When you hand him his brand new mini-iPad, he can show you how to draw pictures and play games.

The website Partnership for 21^st Century Skills is an organization that is leading and supporting the advancement of technology into the world of education. I guess I did not realize how much of an impact educator’s Skills have in supporting 21st Century. I was also surprised to see the support of big companies such as Apple and Crayola.

The question I have is: Is there room or a place for students will special needs? What about students who do not speak English? In order to successfully implement 21^st Century Skills into my classroom, all initiatives will have to modified, and/or adapted.

Blogs in the Classroom

noreply@blogger.com (Anonymous) — Sat, 18 May 2013 06:19:00 +0000

Utilizing Blogs in the Classroom

When technology is used appropriately, it can be a powerful tool that is engaging and can make any lesson or concept much more meaningful and a student’s learning can be much more in-depth. Dr. Thornburg (2008) discusses how technology breaks down barriers to communication with people all over the world. Moving forward I would love to have a classroom blog, and be able to participate in what Thornburg (2008) calls the Communication Age.

Having the classroom blog is a new open door policy as well as being transparent all year long. Students can share what they are learning and then return to comment. This also gives parents regular opportunities to participate in the learning through commenting.

Blogging also provides other educational opportunities. Students will have an authentic audience for their writing and that has an impact on the quality and motivation of their writing (posts). Students can continue to revisit and reflect upon lessons through the posts on the blog. The learning doesn't stop; commenting on the classroom blog keeps the learning alive and ongoing. Students will learn how to safely navigate around the Internet and how to present digital information that is appropriate for the classroom. Our classroom blog will give students opportunities to participate and contribute to an online community that is worldwide breaking down the four walls of the classroom.

References:

Laureate Education, Inc. (2008). Technology and Society. Baltimore, MD: Dr. David Thornburg

Laureate Education, Inc. (2008). Technology's Influence. Baltimore, MD: Dr. David Thronburg, Hall Davidson.

DIGITAL WORLD

noreply@blogger.com (Anonymous) — Sun, 12 May 2013 08:01:00 +0000

No one says it better than Mr. Robert Frost; as quoted by Nieto (2003) in her book What Keeps Teachers Going, “I am not a teacher, I am an awakener.” Each morning as I prepare for another day I am reminded of why I became a teacher and the passion I have for teaching. I’m also reminded me of the legacy of learning I plan to implement and leave ingrained in students.

A great teacher will inspire students and take them on a journey. My mission is to take my students on a journey that begins with them falling in love with learning; where their imagination and creativity are ignited, fueled, and perfected; a journey that ends with life long learners inspired to make a global impact.

My strategy to support my students diverse interests, needs, and backgrounds are to read, discuss, research, model, and teach using books, illustrations, activities, websites, and multi-media presentations. Preposition #1(Five Core Propositions): Teachers are committed to their students and their learning. I believe all students are different with varing learning styles. NBCTs are dedicated to making knowledge accessible to all students. They believe all students can learn. I will teach my visual, auditory, tactile, and kinesthetic learners through different processes, activities, and mediums that will fit their unique learning style. I will strategically differentiate my instruction to make sure there was enough variety to keep all learners interested and engaged. I will provide numerous opportunities for every student to feel successful and be successful.

Kottler, Zehm, and Kottler wrote about Attributes Of A Great Teacher in their book On Being a Teacher: The Human Dimension. I would like to change the complexion of my classroom from a teacher-centered classroom to one that is more student-centered. I want to be a facilitator, who is aiding students' understanding. I want to witness my students gaining new knowledge by making associations with prior knowledge. I want to give students the opportunity to make connections.

In conclusion, I will use my own inspiration and use it to transform my students. I want to motivate my students in all subjects; reading, writing, math, science, and social studies. Ultimately, improving my teaching will improve my students learning. I will provide enrichment to engage students with interactive experiences. I honestly believe that our students are now growing up in a digital world and it is our responsibility as educators to adapt our teaching to a digital language they will understand.

Dr. Bob Steinberg in the video segment High Expectations says “Expect more and you get more.” As I raise my expectations, I will also raise the expectations of my students. As I challenge myself, I will challenge my students. As I set goals for me, I will set goals for my students. As I achieve those goals; so will my students.

References

Kottler, J. A., Zehm, S. J., & Kottler, E. (2005). On being a teacher: The human dimension (3rd Ed.). Thousand Oaks, CA: Corwin Press.

Nieto, S. (2003). What keeps teachers going? New York: Teachers College Press.

National Board for Professional Teaching Standards (NBPTS). The Five Core Propositions. (2012) Retrieved November 11, 2012. http://www.nbpts.org/.