What teaching strategies used during this course compliment integration of technology? How do you personally define technology integration after completing this course?
Modeling is very important in the area of technology. Students must have an understanding of how something works before they can truly use or appreciate a specific form of technology. I have found that the use of a projector is helpful when explaining new technology concepts. Instead of students gathering around one computer the whole class can view what is taking place on my screen at the same time.
Following modeling it is important for teachers to ask questions and allow for time of student exploration. Many students are hands-on learners. You can model concepts all day long, but until they have the opportunity to actually put into practice what you have been teaching the modeling has had little benefit.
As students explore technology they need to in turn have opportunities to share what they have learned with others. As they prepare presentations and learn new material it is important that students have times of sharing amongst their peers.
Technology is not a separate entity that stands by itself. It is something that can make the learning process easier and more exciting for students. Projects, presentations, and such that can take loads of time can be cut down as students access technology in the learning process. Yes there will be times where technology skills need to be taught, but once they are learned there can easily be a necessary and many times meaningful transition. As both teachers and students tackle the problems that may arise during the use of technology integration will flow more naturally and connections will be made.
Tuesday, April 27, 2010
Wednesday, April 21, 2010
Effective Technology Methods
Reflect on the skills used as a result of your learning so far as you are applying to promote an effective method of applying the modern instructional technology and producing instructional media and aids into teaching.
Many times the use of technology in ones classroom goes beyond just completing a task or assignment. In the end technology can be an outlet for students to show ownership in their own work. As they are learning the necessary skills, they can in turn present material in a creative way that meets their individual needs. I have hesitated many times in the past to use technology as I felt it required too much additional work. By the time the laptops for all of my students were up and running I was exhausted and the lesson had barely begun. It has been amazing to see how over time the work becomes less as students begin to branch out and use technology on their own. The time that was used to teach students how to use a specific type of technology can then be transferred to the actual content or skill that needs to be taught or enforced.
What do you expect are the students’ affective outcomes from using these forms of technology?
Students of any age need encouragement. They need to know that they can be a part of the big picture, which is their classroom. I have seen how technology can be an outlet for students of not only different ages, but different ability groups as well. My students that struggle in the area of reading can take pictures and videos, create a presentation, and give an oral discussion about what they have learned. At the same time students that need the extra push can add more to their presentations through Word Documents or other means.
Many times the use of technology in ones classroom goes beyond just completing a task or assignment. In the end technology can be an outlet for students to show ownership in their own work. As they are learning the necessary skills, they can in turn present material in a creative way that meets their individual needs. I have hesitated many times in the past to use technology as I felt it required too much additional work. By the time the laptops for all of my students were up and running I was exhausted and the lesson had barely begun. It has been amazing to see how over time the work becomes less as students begin to branch out and use technology on their own. The time that was used to teach students how to use a specific type of technology can then be transferred to the actual content or skill that needs to be taught or enforced.
What do you expect are the students’ affective outcomes from using these forms of technology?
Students of any age need encouragement. They need to know that they can be a part of the big picture, which is their classroom. I have seen how technology can be an outlet for students of not only different ages, but different ability groups as well. My students that struggle in the area of reading can take pictures and videos, create a presentation, and give an oral discussion about what they have learned. At the same time students that need the extra push can add more to their presentations through Word Documents or other means.
Tuesday, March 30, 2010
Multimedia and Culture
Sherry Turkle (2004) says, “Information technology is identity technology. Embedding it in a culture that supports democracy, freedom of expression, tolerance, diversity, and complexity of opinion is one of the decade’s greatest challenges (p.B28).”
What role could multimedia instructional materials and student multimedia projects play in bringing about this culture?
Students are very different in this day and age. They are exposed to a wide variety of multimedia sources , more so than ever. We are competing in many ways with a technology crazed society. Our students are used to watching TV, playing video games, and surfing the Web. If we show up in our classrooms expecting them to listen to our lectures and discussions then we need to do some deep thinking. Education is more than just a teacher talking, but it is a chance for students to get immersed in the learning process in a variety of ways. Multimedia allows students the opportunity to take ownership of their learning and to make it their own. Thinking back to the original quote (see above), just imagine how different our world would be if we began creating a spirit of democracy from an early age? What would it be like if even the smallest child could embrace diversity, express their opinions openly, and appreciate the thoughts of those around them? Multimedia can be a jumping point for establishing this culture in your own classroom.
How can teachers’ use of multimedia support the development of such a culture?
Students should have opportunities to express their thinking in a variety of ways. Recently I have been experimenting with a FlipCamera in my classroom. The students have used it to record reading presentations, but also as a forum to share their thoughts to others. I have seen even the shyest of students open up and express their opinion even if for a few seconds. I feel in many ways a democratic society has squelched the idea of sharing ones honest opinions with others. Yes, there are many that are vocal with their opinions and viewpoints, but in the end many simply follow without expressing what they hold to be true. We should desire as educators to give our students the chance to become communicators that can listen to the opinions of others, but at the same time know how to communicate their own viewpoint to the world around them.
What are the challenges in your classroom?
1- Limited resources: Many of the technology items in our school are shared amongst staff. Lessons must be planned way in advance to assure that the proper technology is available.
2- Limited funds: Our school currently has less than 100 students. As we struggle to provide for the basic needs of our school, many times technology and multimedia items are pushed to the back burner to look at later.
3- Student Focus: As mentioned in question number one, our students are being raised in a very different time than we were raised in. In many ways we are trying to keep our multimedia driven students focused on learning and the task at hand. If the two can be combined the better the result.
What role could multimedia instructional materials and student multimedia projects play in bringing about this culture?
Students are very different in this day and age. They are exposed to a wide variety of multimedia sources , more so than ever. We are competing in many ways with a technology crazed society. Our students are used to watching TV, playing video games, and surfing the Web. If we show up in our classrooms expecting them to listen to our lectures and discussions then we need to do some deep thinking. Education is more than just a teacher talking, but it is a chance for students to get immersed in the learning process in a variety of ways. Multimedia allows students the opportunity to take ownership of their learning and to make it their own. Thinking back to the original quote (see above), just imagine how different our world would be if we began creating a spirit of democracy from an early age? What would it be like if even the smallest child could embrace diversity, express their opinions openly, and appreciate the thoughts of those around them? Multimedia can be a jumping point for establishing this culture in your own classroom.
How can teachers’ use of multimedia support the development of such a culture?
Students should have opportunities to express their thinking in a variety of ways. Recently I have been experimenting with a FlipCamera in my classroom. The students have used it to record reading presentations, but also as a forum to share their thoughts to others. I have seen even the shyest of students open up and express their opinion even if for a few seconds. I feel in many ways a democratic society has squelched the idea of sharing ones honest opinions with others. Yes, there are many that are vocal with their opinions and viewpoints, but in the end many simply follow without expressing what they hold to be true. We should desire as educators to give our students the chance to become communicators that can listen to the opinions of others, but at the same time know how to communicate their own viewpoint to the world around them.
What are the challenges in your classroom?
1- Limited resources: Many of the technology items in our school are shared amongst staff. Lessons must be planned way in advance to assure that the proper technology is available.
2- Limited funds: Our school currently has less than 100 students. As we struggle to provide for the basic needs of our school, many times technology and multimedia items are pushed to the back burner to look at later.
3- Student Focus: As mentioned in question number one, our students are being raised in a very different time than we were raised in. In many ways we are trying to keep our multimedia driven students focused on learning and the task at hand. If the two can be combined the better the result.
Wednesday, March 17, 2010
Questions????
After you have explored the Questioning Toolkit , Part 2, and Part 3 websites, what types of questions do you generally use when you teach students?
What kinds of questions would lead students to think critically and at higher levels?
Before reading through the questioning toolkit the first thing that came to my mind was how so many my age were trained to be teachers. Going through college we were drilled time after time with the idea of Blooms taxonomy. This is something we were not only asked to use, but we were also encouraged to write in our lesson plans. Recently at our school we have begun writing GLIs (Grade Level Indicators) to go with our school standards. In this process we have used the idea of Blooms to make sure that we are covering a wide variety of knowledge base. We should desire for our students to go just behind memorization. They should be encouraged to think and use the brains that they have been given. As an elementary teacher I try to incorporate a wide variety of questions into my classroom, especially in the area of testing. Instead of giving my students a list of multiple choice questions, I ask my students to explain their answer in their own words, to create, and to construct. As we use integrated units at our school, I feel that it is important to make learning as real life as possible. Instead of asking questions like "What are the three states of matter?" one could ask " What makes each state of matter unique?" or "Describe what the atoms and molecules look like in the three states of matter." Also with our GLI writing process we have been challenged to use essential questions before starting each of our lessons. Basically it boils down to the question, "Why are we about to do what we are doing?" The purpose behind what we are doing is very important. Essential questions serve as guidelines for what is being taught. Along with essential questions I am a huge fan of organizing information in the area of questioning. I think it is important for students to be able to organize information in a manner that can be easily accessed.
What kind of questions would complement the integration of technologies in your classroom?
The concepts of questioning that one uses in each subject area can also work with the integration of technology. A scale of questioning, such as Blooms, could also be used to aid higher level thinking. Again it comes down to the idea of making things true to life and practical for students. As students explore the world around them through technology they will begin to see how technology can be used to solve problems on their own.
Blooms Taxonomy Information (taken from: http://www.teachervision.fen.com/teaching-methods/curriculum-planning/2171.html)
1. Knowledge: remembering or recalling appropriate, previously learned information to draw out factual (usually right or wrong) answers. Use words and phrases such as: how many, when, where, list, define, tell, describe, identify, etc., to draw out factual answers, testing students' recall and recognition.
2. Comprehension: grasping or understanding the meaning of informational materials. Use words such as: describe, explain, estimate, predict, identify, differentiate, etc., to encourage students to translate, interpret, and extrapolate.
3. Application: applying previously learned information (or knowledge) to new and unfamiliar situations. Use words such as: demonstrate, apply, illustrate, show, solve, examine, classify, experiment, etc., to encourage students to apply knowledge to situations that are new and unfamiliar.
4. Analysis: breaking down information into parts, or examining (and trying to understand the organizational structure of) information. Use words and phrases such as: what are the differences, analyze, explain, compare, separate, classify, arrange, etc., to encourage students to break information down into parts.
5. Synthesis: applying prior knowledge and skills to combine elements into a pattern not clearly there before. Use words and phrases such as: combine, rearrange, substitute, create, design, invent, what if, etc., to encourage students to combine elements into a pattern that's new.
6. Evaluation: judging or deciding according to some set of criteria, without real right or wrong answers. Use words such as: assess, decide, measure, select, explain, conclude, compare, summarize, etc., to encourage students to make judgements according to a set of criteria.
What kinds of questions would lead students to think critically and at higher levels?
Before reading through the questioning toolkit the first thing that came to my mind was how so many my age were trained to be teachers. Going through college we were drilled time after time with the idea of Blooms taxonomy. This is something we were not only asked to use, but we were also encouraged to write in our lesson plans. Recently at our school we have begun writing GLIs (Grade Level Indicators) to go with our school standards. In this process we have used the idea of Blooms to make sure that we are covering a wide variety of knowledge base. We should desire for our students to go just behind memorization. They should be encouraged to think and use the brains that they have been given. As an elementary teacher I try to incorporate a wide variety of questions into my classroom, especially in the area of testing. Instead of giving my students a list of multiple choice questions, I ask my students to explain their answer in their own words, to create, and to construct. As we use integrated units at our school, I feel that it is important to make learning as real life as possible. Instead of asking questions like "What are the three states of matter?" one could ask " What makes each state of matter unique?" or "Describe what the atoms and molecules look like in the three states of matter." Also with our GLI writing process we have been challenged to use essential questions before starting each of our lessons. Basically it boils down to the question, "Why are we about to do what we are doing?" The purpose behind what we are doing is very important. Essential questions serve as guidelines for what is being taught. Along with essential questions I am a huge fan of organizing information in the area of questioning. I think it is important for students to be able to organize information in a manner that can be easily accessed.
What kind of questions would complement the integration of technologies in your classroom?
The concepts of questioning that one uses in each subject area can also work with the integration of technology. A scale of questioning, such as Blooms, could also be used to aid higher level thinking. Again it comes down to the idea of making things true to life and practical for students. As students explore the world around them through technology they will begin to see how technology can be used to solve problems on their own.
Blooms Taxonomy Information (taken from: http://www.teachervision.fen.com/teaching-methods/curriculum-planning/2171.html)
1. Knowledge: remembering or recalling appropriate, previously learned information to draw out factual (usually right or wrong) answers. Use words and phrases such as: how many, when, where, list, define, tell, describe, identify, etc., to draw out factual answers, testing students' recall and recognition.
2. Comprehension: grasping or understanding the meaning of informational materials. Use words such as: describe, explain, estimate, predict, identify, differentiate, etc., to encourage students to translate, interpret, and extrapolate.
3. Application: applying previously learned information (or knowledge) to new and unfamiliar situations. Use words such as: demonstrate, apply, illustrate, show, solve, examine, classify, experiment, etc., to encourage students to apply knowledge to situations that are new and unfamiliar.
4. Analysis: breaking down information into parts, or examining (and trying to understand the organizational structure of) information. Use words and phrases such as: what are the differences, analyze, explain, compare, separate, classify, arrange, etc., to encourage students to break information down into parts.
5. Synthesis: applying prior knowledge and skills to combine elements into a pattern not clearly there before. Use words and phrases such as: combine, rearrange, substitute, create, design, invent, what if, etc., to encourage students to combine elements into a pattern that's new.
6. Evaluation: judging or deciding according to some set of criteria, without real right or wrong answers. Use words such as: assess, decide, measure, select, explain, conclude, compare, summarize, etc., to encourage students to make judgements according to a set of criteria.
Tuesday, March 9, 2010
Reflection
Reflect on a significant learning experience you had in at least one of the learning activities so far in workshop. Describe why it was important.
I have to confess that this class has been frustrating at times. The tasks that could have easily been completed in the states have been complicated with lack of resources or access to certain sites.I have found ways to work around things (for the most part) and to use the technology that is available to me. Sometimes it may be as simple as using an overhead for a lesson or pulling out the IPOD to listen to a song. Even the little things can add up and I have seen my students responding to the different types of technology I have used. One reason I have never used technology as much in the past is due to the area of assessment. It has been nice to bounce ideas off of other teachers and to see how they assess technology with rubrics or other means.
How would you use any of the tools as a form of professional development, building learning networks, and/or provide a platform to become a world changer?
I would like to set up a website for my classroom next year. This is something our school is currently considering and I feel that it would be a beneficial way to communicate with not only students, but parents as well. There has been much discussion about the use of blogs in the classroom, but at this time our school would be unable to assess them as a whole (due to location and blocked sites). There is the thought of setting up VPNs or other means to access blogs, but in the end websites or Wikis may be the most accessible choice for everyone involved.
Also during this process of figuring technology out I have found more ways to not only use technology, but also how to assess it as well. By using rubrics, web searches, and other means I can make sure my students are actually learning while using various forms of technology. My main goal in the use of technology is to give my students practical ways to learn and grow while exploring the world around them.
I have to confess that this class has been frustrating at times. The tasks that could have easily been completed in the states have been complicated with lack of resources or access to certain sites.I have found ways to work around things (for the most part) and to use the technology that is available to me. Sometimes it may be as simple as using an overhead for a lesson or pulling out the IPOD to listen to a song. Even the little things can add up and I have seen my students responding to the different types of technology I have used. One reason I have never used technology as much in the past is due to the area of assessment. It has been nice to bounce ideas off of other teachers and to see how they assess technology with rubrics or other means.
How would you use any of the tools as a form of professional development, building learning networks, and/or provide a platform to become a world changer?
I would like to set up a website for my classroom next year. This is something our school is currently considering and I feel that it would be a beneficial way to communicate with not only students, but parents as well. There has been much discussion about the use of blogs in the classroom, but at this time our school would be unable to assess them as a whole (due to location and blocked sites). There is the thought of setting up VPNs or other means to access blogs, but in the end websites or Wikis may be the most accessible choice for everyone involved.
Also during this process of figuring technology out I have found more ways to not only use technology, but also how to assess it as well. By using rubrics, web searches, and other means I can make sure my students are actually learning while using various forms of technology. My main goal in the use of technology is to give my students practical ways to learn and grow while exploring the world around them.
Tuesday, February 23, 2010
Podcasts
Reflect on how you could use ‘Podcasts’ to distribute your lessons.
I currently don’t have any experience with using Podcasts in the classroom. I have used Podcasts for personal use, but never for educational purposes. After reviewing some online sites I can definitely see the benefits Podcasts could have for students. This use of technology could have tie-ins to any subject, particularly in the area of Language Arts and Social Studies. Students could listen to speeches or clips from history and then write about what they heard. This would be very useful for students that are auditory. I have found that in many cases there is great emphasis on meeting the needs of visual and kinesthetic learners. Auditory students are many times pushed aside. Because of this I feel that students have lost the art of creativity and the use of imagination. Why imagine what something would look like if a picture or video clip is right before your eyes? For students that are more visual, video podcasts (or vodcasts) could be used.
What do you expect are the students’ affective outcomes when the students use this form of technology to learn?
It is a given fact that all students learn differently. What works for one student may not for another. As mentioned before Podcasts could be of great asset to auditory students. They could actually hear what they have been reading and studying about in class. Teachers could find clips that go specifically with their units. Unlike movies or films, Podcasts could save time in the classroom. They could be a quick and easy way to keep students interested in a particular content area. I also feel Podcasts would be a good way to get parents involved in their child’s education. Teachers could suggest particular Podcasts for parents to look into at home. This would give parents access to what is being discussed at school.
On another note I discovered in my research the ability to create your own Podcasts. Having used a Flip camera in my classroom over the past few weeks, I have seen the effectiveness of students being able to view themselves presenting material to the class. Back to the first question Podcasts could be used by the teacher to assist students that will be away from the classroom for an extended period of time due to illness or other issues that may arrive. In our cohort’s small group we have discussed the use of Blogging in the closing of a school (such as in the case of an outbreak of H1N1 or bad weather). Podcasts could be used in the same way as blogs to keep students up to date on their studies.
I currently don’t have any experience with using Podcasts in the classroom. I have used Podcasts for personal use, but never for educational purposes. After reviewing some online sites I can definitely see the benefits Podcasts could have for students. This use of technology could have tie-ins to any subject, particularly in the area of Language Arts and Social Studies. Students could listen to speeches or clips from history and then write about what they heard. This would be very useful for students that are auditory. I have found that in many cases there is great emphasis on meeting the needs of visual and kinesthetic learners. Auditory students are many times pushed aside. Because of this I feel that students have lost the art of creativity and the use of imagination. Why imagine what something would look like if a picture or video clip is right before your eyes? For students that are more visual, video podcasts (or vodcasts) could be used.
What do you expect are the students’ affective outcomes when the students use this form of technology to learn?
It is a given fact that all students learn differently. What works for one student may not for another. As mentioned before Podcasts could be of great asset to auditory students. They could actually hear what they have been reading and studying about in class. Teachers could find clips that go specifically with their units. Unlike movies or films, Podcasts could save time in the classroom. They could be a quick and easy way to keep students interested in a particular content area. I also feel Podcasts would be a good way to get parents involved in their child’s education. Teachers could suggest particular Podcasts for parents to look into at home. This would give parents access to what is being discussed at school.
On another note I discovered in my research the ability to create your own Podcasts. Having used a Flip camera in my classroom over the past few weeks, I have seen the effectiveness of students being able to view themselves presenting material to the class. Back to the first question Podcasts could be used by the teacher to assist students that will be away from the classroom for an extended period of time due to illness or other issues that may arrive. In our cohort’s small group we have discussed the use of Blogging in the closing of a school (such as in the case of an outbreak of H1N1 or bad weather). Podcasts could be used in the same way as blogs to keep students up to date on their studies.
Tuesday, February 2, 2010
Student Outcome
What do you expect are the students' cognitive outcomes when the students use technology?
Technology gives students the opportunity to practice the skills that are introduced in class. They can learn how to find information on websites (which applies to reading), review their math facts while playing a game, research information for a report, or access pictures (or other resources) that will give them a better understanding of what they have been exposed to in a classroom setting. The options are endless! In the right setting, children can use technology to learn and grow as a student. When they gain an understanding of how to use the technology, then it can be in accessed for educational purposes. Technology is a great way for teachers to reach students that need a more 'hands-on' approach to learning. Some students need more than just a series of worksheets to complete in class. They need to be able to tap into the technology that they are exposed to on a regular basis. Will we as teachers be willing to make the change so that our students needs are met? or simply settle for what is comfortable and easy?
What do you expect are the students' affective outcomes when the students use technology?
We live in a technological age whether we want to admit it or not. In order to reach the minds of our students we must get outside of the so called 'norm' to meet the needs of our technologically savvy students. These students have been raised in a day and age where video games have replaced books and learning takes place via the computer over paper flashcards and worksheets. It is what they are used to and surrounded by on a regular basis. There is no way we will be able to meet the needs of modern day students if we continue to teach to the text and use pencil and paper methods. For students to be reached they need to have opportunities to truly connect and gain ownership in their work. PowerPoint presentations, Flip videos, the use of Microsoft Word etc. are just a couple of ways that students can make their learning process their own. Learning is not about us, but rather our students and what works best for them.
Technology gives students the opportunity to practice the skills that are introduced in class. They can learn how to find information on websites (which applies to reading), review their math facts while playing a game, research information for a report, or access pictures (or other resources) that will give them a better understanding of what they have been exposed to in a classroom setting. The options are endless! In the right setting, children can use technology to learn and grow as a student. When they gain an understanding of how to use the technology, then it can be in accessed for educational purposes. Technology is a great way for teachers to reach students that need a more 'hands-on' approach to learning. Some students need more than just a series of worksheets to complete in class. They need to be able to tap into the technology that they are exposed to on a regular basis. Will we as teachers be willing to make the change so that our students needs are met? or simply settle for what is comfortable and easy?
What do you expect are the students' affective outcomes when the students use technology?
We live in a technological age whether we want to admit it or not. In order to reach the minds of our students we must get outside of the so called 'norm' to meet the needs of our technologically savvy students. These students have been raised in a day and age where video games have replaced books and learning takes place via the computer over paper flashcards and worksheets. It is what they are used to and surrounded by on a regular basis. There is no way we will be able to meet the needs of modern day students if we continue to teach to the text and use pencil and paper methods. For students to be reached they need to have opportunities to truly connect and gain ownership in their work. PowerPoint presentations, Flip videos, the use of Microsoft Word etc. are just a couple of ways that students can make their learning process their own. Learning is not about us, but rather our students and what works best for them.
Tuesday, January 19, 2010
Technology Integration
How do you currently integrate or plan to integrate technology into the existing curriculum?
I have found that technology was easier to integrate in the states as it was readily available in my classroom. Funds were set aside that purchased Promethean boards, overheads, computers, and TVs for each teacher to use. Teaching in China has been quite the challenge in this area. The items of technology that are accessible at my school must be shared amongst another teachers. You have to learn to plan way in advance in order to use the items you need for your lesson. I have also found that the sharing of technology takes up additional time in your classroom. I am very thankful for an assistant that can help in the transporting of technology from one room to the next. Many times I have found that an opening assignment must be given while everything is being set up (logging on to computers etc.).
I currently have an overhead projector and one computer in my classroom. The overhead projector is used on a regular basis in the area of math and writing. A set of speakers are easily assessable in my classroom and are useful for plugging in an IPOD for Bible or Math songs. Laptops are brought in on occasion to complement a unit of study. Websites are used as tools for students to gain knowledge in a particular subject. They are scavenger hunts of sorts and in looking through a website they gain a better understanding of how a computer works (keypad, scrolling on a website, typing etc.).
I recently received a Flip camera for Christmas. I am a big of taking pictures and this has become another medium for me to document what happens in my class. Although I didn’t see my camera as a means of technology, I have quickly seen how my students can use a video camera to learn. My students recently interviewed staff to make a birthday video for our principal. It was a way for my students to build confidence in themselves and they were quite pleased with the final product.
What motivated or will motivate you to include technology in your lessons?
Many times I look at technology as this ‘thing’ that is over my head and is more useful for the upper grades. I am hoping that this class will give me opportunities to collaborate with other elementary teachers. In learning how others use technology I believe that I will be able to find more ways to use technology in my own classroom. As photography and video inspires me I hope to add this into my classroom on a regular basis as a way to learn and explore. My students are currently working on a project that will require them to present information about an article that they have read. They know that they will be videotaped and that the videos will be sent to their parents via e-mail. I hope to use the videos as a follow up to this activity so that students can learn from their mistakes in the area of communication (speaking loudly, eye contact etc.)
I have found that technology was easier to integrate in the states as it was readily available in my classroom. Funds were set aside that purchased Promethean boards, overheads, computers, and TVs for each teacher to use. Teaching in China has been quite the challenge in this area. The items of technology that are accessible at my school must be shared amongst another teachers. You have to learn to plan way in advance in order to use the items you need for your lesson. I have also found that the sharing of technology takes up additional time in your classroom. I am very thankful for an assistant that can help in the transporting of technology from one room to the next. Many times I have found that an opening assignment must be given while everything is being set up (logging on to computers etc.).
I currently have an overhead projector and one computer in my classroom. The overhead projector is used on a regular basis in the area of math and writing. A set of speakers are easily assessable in my classroom and are useful for plugging in an IPOD for Bible or Math songs. Laptops are brought in on occasion to complement a unit of study. Websites are used as tools for students to gain knowledge in a particular subject. They are scavenger hunts of sorts and in looking through a website they gain a better understanding of how a computer works (keypad, scrolling on a website, typing etc.).
I recently received a Flip camera for Christmas. I am a big of taking pictures and this has become another medium for me to document what happens in my class. Although I didn’t see my camera as a means of technology, I have quickly seen how my students can use a video camera to learn. My students recently interviewed staff to make a birthday video for our principal. It was a way for my students to build confidence in themselves and they were quite pleased with the final product.
What motivated or will motivate you to include technology in your lessons?
Many times I look at technology as this ‘thing’ that is over my head and is more useful for the upper grades. I am hoping that this class will give me opportunities to collaborate with other elementary teachers. In learning how others use technology I believe that I will be able to find more ways to use technology in my own classroom. As photography and video inspires me I hope to add this into my classroom on a regular basis as a way to learn and explore. My students are currently working on a project that will require them to present information about an article that they have read. They know that they will be videotaped and that the videos will be sent to their parents via e-mail. I hope to use the videos as a follow up to this activity so that students can learn from their mistakes in the area of communication (speaking loudly, eye contact etc.)
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