Technology Assessment

Technology Assessment 2

Thank you, Voicethread!  I was starting to worry that I would not have a place for my own Voicethread project on this blog.  Well, worry no more!  Here it is.  I am so pleased that Blogger has allowed me to embed the project to share.  I've rated each technology tool with a number between 1 and 5, with 5 being the highest rating.  All of the tools have been an educational opportunity on more than one occasion.  I must say it was difficult to narrow down the choices for the four remaining assessment contestants.  Alas, I have claimed the ones I feel deserve my just assessment.  As the Voicethread will soon tell, the following are the tools described in this assessment:  Moodle, Firefox, Google apps, LiveBinders, Voicethread, Prezi, YuuGuu, and Weebly.  Fair warning:  you may have to register on Voicethread if you haven't already, in order to comment or view the Voicethread below. 

References/Credits



http://voicethread.com

http://www.weebly.com

Photos

Moodle Retrieved from http://campus.uogdistance.com

Firefox 512 Retrieved from blog.mozilla.org http://blog.mozilla.org

Prezi logo Retrieved from http://en.wikipedia.org

Yuuguu Retrieved from http://avdheshmistry.blogspot.com

LiveBinders Retrieved from http://www.livebinders.com

Google Retrieved from http://seankenney.com

 

Digital Safety - Reflection

Click here to visit 

If I were to say that I learned a lot from this assignment, I would be making a gross understatement.  I'm going to say it anyway: I learned a lot from this assignment.  I consider myself lucky because my initial experience on the World Wide Web involved a dial-up connection.  That distinct sound of a tone, followed by several blips, followed by some indication on your computer screen that you've made a connection.  And finally, a remarkable feeling of relief, simply because you survived the ten minutes that it takes to get online.  For many of my students and definitely, my own biological children, the previous statement would make no sense.  Getting on the internet these days is not like it used to be.  If the progression of 21st century technology was measured in distance, we would travel thousands of miles each year, and what seems like lightyears in a decade.  With that progress, you can almost expect a virtual tollbooth keeper along the way collecting dues.  What currency, you might ask? Whatever the cost is of keeping your safety and privacy intact while traveling out "there".

As the parent and an educator of the 21st century learner, this particular assignment is an important one.  As we discovered during the class presentations, one can easily become inundated with information concerning digital safety and privacy.  The issues are plentiful in the areas of copyright and fair use, cyberbullying, and of course, pharming and phishing.  Many of us see the problems arise firsthand.  How do we keep our children safe?  The key lies in keeping abreast of the trends and making an effort to be a responsible and concerned consumer of the internet. 

In a way, it's inevitable.  Kids are going to be online and they're going to use technology.  Something tells me that their brains are adapting to technology as we speak.  Barretto and Adams (2011) support that school-age children are at an age where parents should instill that Internet access is not a right, but a privilege (p.5).  This can be quite a struggle for parents and children as the power of immediate gratification takes over.  With the thrill of games and media at their fingertips, why shouldn't they feel entitled?  

Websites aimed at digital citizenship,  such as commonsensemedia.org, are an excellent source of information on digital know-how and make for wonderful allies in the digital world.  Commonsensemedia.org  promotes the healthy and appropriate use of digital media and the internet.  I enjoyed perusing the site ,reading helpful hints presented in articles and bulleted lists.  According to Common Sense Media (2009), "It is important for us to understand that our kids will spend their lives in a connected world where everyone participates in communication and creation."  If kids are to be equipped with the tools that make this communication and creation possible, then it is our responsibility to bring guidance and awareness into the picture.  

The unit, with the four elements discussed in class, were eye-openers, individually and collectively.  There were times when they overlapped but a little more information is better than not enough.  I also think the lesson could be tailored to meet the needs of middle and high-school students.  It would be interesting to see what sorts of information they could come up with regarding the four elements of digital safety.  To this lesson, I would add on an opportunity to role-play as themselves, using different technological tools.  This would be a great way to practice productivity and personal responsibility on computers. 

The assignment on Digital Safety allowed me to do two important things:  gain valuable insight on being a responsible digital citizen, and incorporate any new-found knowledge with my students and children in mind.  Though there will always be something new to learn and pass on, I hope the benefits of this technological era will continue to outweigh its downfalls.  May we all remain good citizens on this road - see you at the next mile marker!

References

Barretto, S. & Adams, S.K. (2011). Digital technology and youth: A developmental 

         approach.  The Brown University Child and Adolescent Behavior Letter, 27(6), 3-6.  

Common Sense Media. (2011).  Digital life: Our kids' connected culture.  Retrieved from:

         http://www.commonsensemedia.org/advice-for-parents/digital-life-our-kids-connected-culture 

Photo & Video

http://castrolydasafety.weebly.com

http://www.youtube.com/watch?v=qex59YzQc5s

 

    

Enabling Dreams - Reflection

Last school year, I was impressed to know that I was required to attend a Special Education PD session given in the school library.  Since I began teaching under my temporary license, I've been to numerous IEP meetings and teacher team meetings where discussions of students with disabilities were not all that informative.  They were purposeful and well-meant, but not the progressive, forward-moving stories such as the kind we watched on the video, Enabling Dreams.  I recall Assistive Technology as being discussed once during a meeting and the whole concept seemed glossed over and dismissed rather quickly, before anyone could really decide what it entailed.  There is no doubt, the lack of funding and very limited access to technology equipment was the culprit.  We don't have the equipment, can barely afford to talk about getting it, may be able to scrounge up funds to try to acquire it, but until we know for sure, we just skip discussing it.  This is the message and impression I received. 

Assitive Technology and the students who depend on it as a "lifeline" (Ellis, 2005), gives a whole different spin on Technology Applications in Education.  Though most students with severe disabilities are in resource rooms and few are mainstreamed in the regular school population, all teachers should be aware and know that Assistive Technology tools are establishing students' futures across the country and the earlier the exposure to them, the more successful students in need will benefit from them. 

In writing and revising now and all future lesson plans, I am strongly encouraged and obligated to include AAT.  Most modifications made for students with disabilities are simple and often are limited to providing more time, giving simpler or slower directions, flash cards, etc.  Though something as simple and low-tech as a highlighter can be considered AAT, teachers like myself should be more cognizant that with each eligible student, an AAT of some sort may be fitting.  Of much interest to me are tools that assist students with learning disabilities.  Kennedy (n.d.) states that technology has done three things in the classroom:  it has enriched teaching, facilitated remediation, and improved communication.  AAT for the student with a disability would allow a dedicated teacher passage to what otherwise may be an impassible roadblock.  For a student with cerebral palsy or limited use of his or her extremeties, AAT blurs lines drawn by traditional teaching methods. 

As a science teacher, AAT is an opportunity to introduce the merging of science and technology firsthand.  In order to appropriately include disabled students in lesson plans and activities, one must be knowledgeable about their specific disabilities and be able to work together on a district or school level in determining if and what kind of AAT would be appropriate or available for the student.  Certain items such as a triangular pencil grip, a talking calculcator, a larger computer monitor, and a voice amplifier for a teacher are only a few examples of how individual needs for an AAT can be met in the classroom (Wahl, 2003). 

With the aid and development of Adaptive/Assistive Technology, the most important thing would be having the opportunity to connect with a student on a level more convenient and less frustrating for them.  It is not only important to revise lesson plans to include students with disabilities, it is only right and fair.  I have been blessed as a teacher to have witnessed students with disabilities raise their grades from average to above-average, to win a place in the school science fair, and even participate more in class, when they are given just a little bit of needed assistance.  When students with disabilities come to school ready, knowing they may have to try harder or do things a little differently from their peers, and expect nothing more than a fair chance, we all should do our part and pay attention.  Adaptive/Assistive Technology and its inclusion in education's plans will help us all learn one way or another. 

References

Ellis, K. (2005). Video: How Assisitive Technology Enables Dreams. 

     Retrieved June 15, 2012 from http://www.edutopia.org/assistive-technology-enabling-dreams- video. 

Kennedy, R, About.com Guide. (n.d.). Is Technology the Answer to our Education

     Problems?  Retrieved June 16, 2012 from  http://privateschool.about.com/od/educationaltechnology/f/solution.htm

Wahl, L., Edutopia. (2003).   Assistive Technology: Enhanced Learning for All. 
    
     Retrieved June 16, 2012 from http://www.edutopia.org/assistive-technology-enhances-learning-all

Online Educational Game - Reflection

Indeed, one learns something new everyday.  I will never look at an online educational game, or any online game in the same manner.  There is so much to offer students when they are engaged and waiting to learn.  Online educational games are a must-have tool in every educator's  toolbox.  I loved this assignment for a couple of reasons:  first, I witnessed a variety of educational games in different genres , and learned about efficient technology tools  at the same time; and second, it was just a lot of fun!  Like many of my students would, I favored this activity because this is how I learn, by simply doing.  If I were to utilize online educational games everyday, all year long, all my students would come running to class and never miss one!  Go figure.  So how does one incorporate this fun, but useful, entity wisely? 

In creating the rubric for our online educational game, I believe the most difficult task was deciding which categories to use for the rubric itself.  When evaluating an online game, one is presented with many facets and it was not easy to narrow the points down.  In retrospect, I realize now that we could have used more categories and not have been so pressured to just 4 or 5.  Our game, Penguin Hop, hails from an excellent website:

http://www.arcademicskillbuilders.com

It is one that I would recommend to teachers and parents, alike.  There is a good choice and range of games to choose from, and all of them are user-friendly, educational, and fun for all ages.  With this in mind, I plan to use some of the games on the website for my content area to target certain skills and standard objectives.  Though the games don't focus on specific science skills, many of the math games would enhance knowledge needed in the process of the scientific method, such as unit conversions.  Also, I figure online educational games are great for breaking the ice, warming up for a class activity, a reward for a good day's or week's work, and extra credit.  My preference would be to engage students in games specifically aimed at science skills, however, I don't discourage the use of online games in promoting interdisciplinary learning.  After all, if they can read, write, and do math, then they will be able to do science, and a lot more!

In reviewing the NETS*T standards with regards to this assignment, I bring to the forefront two of these standards as how I feel they affect or could affect my application of technology in the classroom.  Because the assignment involved creating a rubric, Standard 4 as it concerns itself with Assessment and Evaluation, allows the idea of incorporating a technology tool and a rubric.  An assignment such as the evaluation of an online game can be edited into many different versions in any educational content.  Through a rubric, teachers can provide effective guidance in ensuring that students are using technology for the most appropriate and best learning opportunity possible.  Standard 6B which promotes the application of technology to empower and recognize diversity in student populations, (International, 2011), speaks for itself.

Of course, in the realm of safety and children, we must ensure that parents and educators are aware of any risks involved before the benefits of online educational games are realized.  It is the primary responsibility of any adult in charge of children using online educational games that it is a safe and child-friendly environment.  It is also a priority that games are educational, and not just online.  As one blogger puts it, "The important thing here is to choose educational games, musical games, word games, etc. and not free online games, which does not serve any purpose." (Trent, 2010).  Funny, I think we covered all those mentioned in class the other day, check!

References

Trent, M. (2010, December 28).  Advantages for Kids By Playing Online Educational   

     Games.  Retrieved June 15, 2012 from

      http://morgantrent.blogspot.com/2010/12/advantages-online-educational-games.html.

International Society for Technology in Education. (2011). Retrieved June 14, 2012 from

http://www.iste.org/standards/nets-for-teachers.aspx

 

ASSURE Lesson Plan Model - Mission Accomplished!

For those of us non-21st century learners who navigate our way through our Smartphones, email, Facebook, Word documents, Powerpoint presentations and then deem ourselves somewhat "tech-savvy", there awaits a world beyond this virtual technological foyer.  It seems that in this ever-changing world of new and newer versions of almost everything it has to offer, the term "comfort zone" should be nonexistent.  I am here to tell you, with utmost confidence that my personal technological comfort zone has just been obliterated!  But, in a good way.


The ASSURE Lesson Plan assignment had me in tangles up to my eyeballs, until about 9pm last evening.  As a novice teacher, I have been schooled in lessonplanning and have even executed several successful plans in a real classroom.  So, why was I having such a difficult time putting those same words and concepts onto a different format? The answer lay in persistence, perseverance, and being exposed to a newer, fresher, more upbeat, and different way of doing the same old thing. Instead of fighting my memory demons to recall my Weebly password from ages ago, I jumped in and started a new account, and off I was to where the wild things were.  Several hours (or is it days) later, I encounter a finished product and no one could be more proud, or feel more deserving of a gold star.  However, after reviewing the excellent work my classmates have done on their projects, I fear I may have missed the mark.  Sigh.  Here is hoping that my efforts have accomplished at least a good portion of the assignment's objective, with promises of improvements and revisions in the future.  

The list of NETS*T standards in its majority might apply to this assignment, however, I feel the standard that is best applicable is Standard 3, specifically 3B, 3C, and 3D.  As an educator in the 21st century classroom, one must embrace technology as it is the language with which our students choose to understand themselves, each other, and their surroundings.  Perhaps when classroom management problems arise, and reports of students' not meeting national standards are in question, those of us in a position to change the student experience need to consider their needs and more efficient ways they learn instead of, how we learn or want them to learn.  Standard 3C (International Society, 2011) indicates the use of technology to bring out higher-order thought and creativity.  With this, I couldn't agree more.  The students of today do not only deserve a classroom that is advanced in terms of technology, and inviting of creative expression and individual thinking, they sorely need it.  It is surprising that even with the availability of technology in the classroom, it is not used as often as it could be.  Access to computers and software did not lead to popular use by teachers and students, most teachers only used technology on occasion (Cuban, Kirkpatrick, & Peck, 2001).

Students with a disability or disabilities may flourish with simple technological aids in their respective learning environments.  For this particular lesson, I would choose to partner a student with a disability and a more advanced student who could act as a peer mentor.  Computers and technology tools are a fantastic and effective bridge to promote intellectual and social goodwill among peers.  

I would love to use this type of lesson to expand on the concept that was originally introduced or to have the students come up with their own ideas on how to use the digital spreadsheet in their learning.  Possible ideas are votes for student council, a poll on school lunches, the effects of caffeine on teenagers, and the like.  Incorporating more visuals in the form of graphs and tables, and group presentations are also other options.  

What I liked least: Because it was the most difficult, starting the whole thing was the part I disliked the most. 
What I liked best:  Getting to know Weebly better and liking it more, this time around. 

And yes, I would do it all again without question!

References

Cuban, L., Kirkpatrick, H., & Peck, C. (2001, December 21).  High Access and Low Use of

     Technologies in High School Classrooms: Explaining an Apparent Paradox.  American

     Journal of Research, 38(4), 813.  doi: 10.3102/00028312038004813

     Retrieved June 14, 2012 from http://aer.sagepub.com/content/38/4/813.short 

International Society for Technology in Education. (2011).  Retrieved June 14, 2012 from

http://www.iste.org/standards/nets-for-teachers.aspx