How the reflection in the mirror has changed...

As a child growing up, I would always say I wanted to be a teacher when I grew up.  I would play 'school' with my friends, and when they weren't around I would play with my dolls.  I liked being the teacher, and sharing my knowledge with my students, both the 'good' and the 'bad' ones.

At some point, my focus changed, and I decided I wanted to work in the business world.  I obtained my B.S. in Business Management and Marketing.  After that, I went to work in Property Management and Insurance, not quite finding my place in either field.

Having children definitely played a part in how I viewed things.  Priorities change.  It was then that I realized I am happiest when I am sharing knowledge with others.  I felt most confident in each of my prior career choices when I was training or sharing knowledge with others.  I started talking with my husband about going back to school to become a teacher, but the opportunity to do so would not present itself until after the birth of my third child.

Here I am, four courses away from student teaching, and completing my Masters program in Childhood and Special Education.  I am grateful for the opportunity to return to school and pursue my hearts desire.  I am thankful for the support of my family, without whom this would not be possible.  I am indebted to my professors and peers who have taught me what I know about teaching, sharing, supporting, and learning.  And most of all, I am anxious to share my passion with my students year after year, class after class.

My, how that image in the mirror has changed...grown...blossomed...evolved...transformed...flourished...confident.

Testing the Waters

For one of our final classes of the semester, we had mock interviews based on what we had learned throughout the semester and how it would apply to our teaching.  Five of my classmates volunteered to be the "Administrators" looking for teams of teachers.  The rest of us were split up into five "teacher" teams.  The administrators came around to each group, asking us questions both individually and as a group based on our learning and how it applied to the classroom, our view of teaching/learning, and how we could be assets to their school.

Engaging in this activity provided a great review of all we had learned throughout the semester, as well as helping to hone our interview skills.  It made me think how I would apply what I learned to my future classroom and teaching.  It was also an opportunity to use all the interview techniques my professors have mentioned.

I hope I got the job...

Not all PIGS 'oink'

In learning about the Social Interactive model of teaching, we were provided with the acronym/mnemonic device 'PIGS'.  Each letter represents a characteristic of cooperative learning, which is the basis of the Social Interactive model.  'P' represents Positive Interdependence, 'I' is for Individual accountability, 'G' represents Group Processing, and 'S' is for Social Skills (Face-to-Face Interactions).  

Effective mnemonic device can help learners remember important information; and they are not just for this particular model of teaching.  I found the use of mnemonic device helpful in my Direct Instruction lesson plan that I presented during my fieldwork required for my General Methods of Instruction class.  The lesson plan was on the topic of long division, and I helped my students remember that steps of long division with "Does McDonald's Sell Cheese Burgers", representing divide-multiply-subtract-check-bring down.

Here is a good guide to some mnemonic devices that are effective in the classroom.

Pirates Need Not Go On This Treasure Hunt

As part of our examination of the Information Processing model (IPM), we were given the task of working with a partner to create a professional development treasure hunt based on one of the various methods used in the IPM.  My partner and I developed our treasure hunt around Problem Based Learning.  The treasure hunt provides students with questions to answer, and internet links to explore to find answers to those questions.  Depending on the students age, the answers can be easily obtained from the internet links, or the students could be required to develop their own answers based on the information provided in the internet links.  Either way, the students must use critical thinking to decide on the information they think most appropriate for answering the questions.  And by using a treasure hunt in the classroom, you are integrating just another tool in reaching your different learners.

Here is the link to the treasure hunt we created.

Interacting in the Classroom

During the last few weeks, we have explored two other significant models of teaching-Information Processing and Social Interactive.  It is important to have an expansive repertoire of how to present information to your students.  This means you understand that no two students learn alike, and that you are flexible in your teaching.

While studying these two models of teaching, I discovered this terrific video on teaching math through collaboration and social interaction.  It made me think about how to involve students more in their learning, particularly in math.  

 

With so much focus on the integration of technology into everyday life, many children miss out on opportunities for face-to-face interactions.  By teaching them to interact socially within the classroom, we can give them practice in those critical social skills required for face-to-face interactions, and the knowledge of how to adapt those social skills to many other situations.

Leaving My Mark

We all seek an outlet through which to leave our mark on this world, a way of letting others know we have made a difference.  I have spent countless hours in the classroom, at the library, in the computer lab, and in front of my desktop exploring the tools, theories, and philosophies I will employ in my future classroom.  While I can honestly say it is a lot of information, probably more than I will ever truly need to use, I know it will help me create a unique environment for me and my students.

Through my required fieldwork hours, I have been able to sample some of the tools I feel most useful.  I have also done this during my work as a substitute teacher.  I reflect on how each one is either effective or ineffective based on grade level, subject, and even my disposition on that particular day.  It's almost like test driving my teaching style.  After each interaction, I come home and tune my style for the next experience based on my own understanding, and comments from peers, children and cooperating teachers.

However, not only do I learn from each of these unique experiences, but I also leave a something behind with the teachers and students I work with.  Possibly a seed to grow their knowledge, skills, or even perspectives.  One seed that I know I have planted is an increased curiosity in the use of technology in the classroom.  Working with one particular cooperating teacher on several occasions, I have shared several web2.0 technologies that I felt could be useful in her classroom.  By sharing these tools with her, I have sparked her interest in using technology within her classroom.  The teacher has joined me at a SMART Board training, allowed me to share a web quest I created with her class, and begun to integrate technology into some of her lessons that I have observed.

The pride and enlightenment I feel just from sharing this little bit with someone else reminds me that teaching is where I will leave my mark.

Building on the Foundation

Each teaching strategy has its own strengths and weaknesses. Direct Instruction is terrific for developing basic skills and knowledge. However, it does not develop those skills or knowledge into practical uses.
Howard Gardner's Theory of Multiple Intelligences tells us that not all students learn the same way. Some learn through visuals, others through words, logic and numbers, rhythmitically, tactiley, etc. The Information Processing Model and the teaching strategies that fall under it's umbrella help students to reach the higher levels of thinking, as proposed by Bloom's Taxonomy.
Through the Information Processing Model, students are engaged in developing their own understandings of the information that is provided to them. They realize how it applies to their lives, how they see it's use in their learning, their lives, and their futures. 

 

Under Construction... Or Should I say Constructivism

This week we are starting our discussion of the philosophy of Constructivism and how it relates to teaching and learning.  Under Constructivism, the teacher 'guides' students in developing their understanding of the information presented.  Students are expected to reach higher levels of thinking based on Bloom's Taxonomy, and develop their understanding based on their own personal experiences and needs.

In our preparation for discussing this topic, we were presented with a video about the Long Island Children's Museum.  It reminded me of a local museum very similar in content and presentation, the Mid-Hudson Children's Museum.  Both are based on children being presented with information and resources, and developing their own understandings through interaction and exploration.

If you have a moment...

Simple, yet complex

We have been exploring the Direct Instruction strategy of teaching in my Methods class.  Direct Instruction is one of the most popular teaching strategies used, yet it is the strategy that is the least student-centered.  It is an effective way to teach basic skills and knowledge, that can be used later on to develop students' higher levels of thinking based on Bloom's Taxonomy.

One of our assignments was to create a math or science lesson plan based on Direct Instruction for use during our fieldwork requirement for the course.  I originally was looking forward to creating a science based lesson, and had started exploring the curriculum, standards, and possible resources relevant to the grade in which I was completing my fieldwork.  Everything was moving along smoothly, the ideas were flowing, etc.  The, I went in for my first observation of the class.  While talking with the teachers (it is an inclusion class), I found out that there was a student teacher coming into the class around the same time I was to 'teach' the class my lessons.  The student teacher was working with the Special Education teacher, who is also the teacher that leads the science teaching within the class.  So as to not take anything away from the student teacher's experiences, I graciously changed my direction and approach to math.

I again reviewed the curriculum, standards, and possible resources.  Division would be the unit during my fieldwork experience.  Perfect topic to use Direct Instruction.  My particular lesson will be on dividing 4-digit dividends by 1-digit divisors, and I will be sharing with the students the use of the mnemonic device 'Does McDonald's Sell Cheese Burgers' (divide, multiply, subtract, check, and bring down).  While the ideas were moving all around in my mind, when it came to writing them down in a lesson plan, the ink did not flow as easily.  My school requires a particular format for written lesson plans.  And for as simple a strategy as Direct Instruction, writing the actual lesson plan was much more complex.  After writing my final draft of my lesson plan, I can look back and understand why the format is so structured and precise.  It required me to look at each particular part of the lesson, writing out how it would be presented.  By doing this I could 'act it out' in my mind and see what would or would not work, ensure everything connected, and tweak it where needed.

While I know most districts do not require such intricate lesson plans from their teachers, I am leaning toward using this format, at least initially, in my future classroom.  Not only will it serve as a guide when sharing the lesson with my students, but will help me reflect on each part of the lesson before, during, and after.  It will also be beneficial should I require a substitute teacher; the format requires the plan to be written in such a way that anyone could pick it up and teach it.

Understanding the Difference

One of the most difficult parts of Direct Instruction for me to understand is the differences between Demonstration, Explanation, and Modeling.  My professor provided us with a video link that helped to clarify those differences for me.  If you would like to explore those differences, check out this link.

The Thoughts of My Peers

Aside of maintaining my own blog, I attempt to regularly follow the blogs of my peers, both from my current and prior classes.  It is always interesting to me to see who shares my thoughts on a particular item, how each person expresses their thoughts, and how creative we can be in the presentation of our blogs.

Here is a short list of some that I follow:

• In the Zone?
• Learning How to Teach
• Jessica's Blog
• My Expanding Knowledge of Education
• The Road to Certification

If you get the chance, I recommend taking a look at these.  You never know what you might learn...

My Own Check for Understanding...

We are now a third of the way through the semester.  We have reviewed many concepts from our Curricular Planning class, and gained more in depth knowledge of some of those concepts.  Everything we have done has built on our prior knowledge.

Class not only started with a review, but it also began with a assignment that converted into an "ice-breaker".  We created t-shirts representing ourselves, our philosophies on teaching, our fears/anxieties/hopes, and our experiences.  Sharing my t-shirt template was like wearing my heart on my sleeve, something we will do often as educators.  

I found that many of the thoughts and feelings I had were the same or similar to those of my peers.  It helped to create a connection with them.  We are all in the same boat.

The Evolution of a Direct Instruction Lesson Plan

After two weeks of learning about the intricacies of Direct Instruction, practicing the components of it, and moving toward automaticity, our class was assigned lesson plans to evaluate.  We are also drafting our first of many lesson plans.  This draft lesson will eventually be used during our fieldwork experience, and possibly our future teaching careers.

I always enjoy the evaluation process; it helps me to remember that when I write, I must consider my audience.  The audience for my lesson plan could be a school administrator, a substitute teacher, a colleague, or students.  My lesson plan must be written so that anyone could pick it up and, with little effort, present it as I would. 

The Road to Automaticity....

After our class session where Josephine and I taught the class with Dr. Smirnova, our peers were given the task of creating presentations on each part of the Direct Instruction strategy.  There were presentations on Anticipatory Set, methods of Development (Demonstration/Explanation/Modeling), Guided Practice, Drill and Practice, Closure and Evaluation, and Homework.  What made the assignment most interesting was that each group was to present the information about each topic using the Direct Instruction strategy.  I was pleased with the creativeness, enthusiasm, and effort that each group put into their presentations.  It was apparent from the presentations that much of what we had taught during the previous class was understood, remembered, and recalled.  I could confidently say that near the end of this particular class, we were near automaticy (become an automatic response or behavior/habit) regarding the topic of Behavioral Model and Direct Instruction.

Check out the National Institute for Direct Instruction .  

Playing Teacher

The last few weeks of Methods class have revolved around the learning and discussion of the Behavioral Model and Direct Instruction strategy.  The adventure began when I raised my hand to help my professor teach this information, along with Josephine, a fellow classmate.  We collaborated with Dr Smirnova and members of her undergraduate Methods class to develop our presentation, and a reference wiki.  It was daunting at first trying to coordinate our busy schedules so we could discuss our presentation.  Ultimately, we resorted to our trustworthy web aide, GoogleDocs, to communicate and create.

We presented our information, and I believe it was well received.  I actually breathed a sigh of relief when that class session was done.  While we became the "experts" on the Behavioral Model and Direct Instruction, I still felt there was so much more to learn.

The Funnel of Knowledge

When I think about Aims, Goals, and Objectives, I think of a funnel of knowledge.  At the top of the funnel, or the widest part, are the Aims of Education.  They are the broad statements of what students will learn, sometimes written as Standards (whether national or state specific).  As knowledge flows down that funnel, it becomes more specific with Goals.  Goals address the behavioral aspect of what students will learn, often presented through curriculum maps.  And finally, just before the end of the funnel are Objectives.  These are the most specific, often referring to a condition, behavior and criteria.  They are generally created by the teacher, and reflect how the student will demonstrate what was learned.

Let's Review

The first couple of weeks for General Methods we have been reviewing what we had learned previously in Curricular Planning.  It's a good thing, too.  Not practicing the various models, strategies, and methods on an almost daily basis as a teacher, it is easy to not immediately recall each of these.  However, after reviewing them through readings and discussions, they are becoming as clear to me as they had become by the end of the Curricular Planning class.  Not to mention writing goals and objectives...  It's almost like riding a bike.  Once you have learned them, although time may pass, it just takes a little refresher, and it is all there.  Learning how to retrieve the information from our long-term memory...that reminds me of the Behavioral Model of Learning.  And that is what my chance at teaching the class will be about.  I am working with Dr. Smirnova and a classmate to create a presentation for the class.  I'll let you know more about it once it is complete; I don't want to spoil it for anyone taking the class with me.

Seasons Change

Summer's over and a new semester has begun.  This semester I am taking General Methods of Instruction, Emergent Literacy, and Collaborations with Parents and Professionals.  I am looking forward to the variety of what I will be learning, as well as developing how to integrate what I learn from each of these classes into my future as an educator.

Now Presenting...an update to "A Picture and a Thousand Words"

A Picture and a Thousand Words

My final project for Literacy & Technology was about Teaching Literacy with PicLits.  I chose this project because a break in classes I attended a webinar through Classroom 2.0 about the use of Piclits in the classroom.  And my professor for this class also happened to be in attendance.  I felt it the most fitting project for me.  Piclits is a wonderful site and can be used in so many ways to develop the writing, communication, and expression skills of students.  I've shared my presentation on SlideShare, or you can view it below...

Pic lits presentation_v_freeman

View more presentations from Veronica Lynn Freeman.

I am currently in the process of adding a voice recording to the presentation.  Once that is done, I will update this entry.  Until then, here are some items that were not included in the presentation (purposely-I have to have something to talk about) but are just as important:

• If you choose to use Freestyle, it does also offer word suggestions to help get your thoughts started. Don't like what you see? Just click more and a Word Gallery appears.
• Teach Web 2.0  is a wiki created by a group of teachers, exploring ways to integrate Web 2.0 technologies into their classrooms (Sound familiar?). I recommend checking out the entire wiki; they offer a plethora of technologies that we have not yet been exposed to.
• PicLits is upgrading and adding new features: ability to search and tag; Print (no more need to screenshot); contests for members; and a Club PicLits offering extra features.
• There are other sites that offer similar features. ROLFBOT, PICFONT, and Tags Maker. I discuss the features of each in more detail on my website.

A Reflection

Just a mere five weeks ago, I walked into a computer classroom, seeing some familiar faces, but even more unknown ones.  It was our first and only physical meeting.  After the evening ended, communication would be through email, chat, WebEx, telephone, WiZiQ, Skype, notes in GoogleDocs...  We would work independently, and in groups, to attain one common goal... understand the use of effective technology in developing literacy of our students (both present and future).  We would explore the technologies our professor provided, but more importantly, we would share technologies we found, through curiosity, frustration, or just pure luck.  We would encourage, suggest, and reflect, knowing in the end that our words could help each of us to become better teachers, and learners.  Most of us walked away from our first meeting with a big "What?" above our heads.  However, after five intense weeks, we all walked away from our last meeting (well, left our computers) with a huge "WOW!"

Enjoy the rest of your summer!!!!

My Technological Future

After learning about so many usable, unique, interactive, free, and fun technologies through the course of the last five weeks, I am hooked!  I can not wait to further explore all the websites that I have bookmarked throughout this course and think of ways to integrate them into the classroom.  That is one of the most important things in the use of technology in the classroom.  It must enhance teaching and learning, not do it for you, or distract from the real meaning of a lesson, or waste valuable time for both teacher and student.  That leads to the other thing I will do with these sites.  I will explore them.  I will become knowledgeable in how to navigate them.  I can not walk into a classroom expecting my students to use technology that I do not understand myself.  It would again lead to distracting from the real meaning of the lesson and/or wasting valuable time for my students and me.

Sharing is Caring

This is such a strong statement.  I share information on my blog with you because I care.  I want to share my knowledge and experiences to help each of you that read my entries.  I also visit the blogs of others.  I do this because I want to gain further knowledge and information to share with others.  It's simple, and cyclical.

As a future teacher, I care about each and every one of my future students.  I care about them learning, I care about them growing, I care about them feeling.  And it is because I care that I will share.  I will share experiences, knowledge, love...

Over the past five weeks, I have visited the blogs of my classmates.  I have learned new things from each of them.  And I have seen how much each of them care enough to share their knowledge and experiences with others.  Not only have they just provided information, they have provided insights, values, and opinions.

I can't wait until the next class where we will share blogs.  And most importantly, I can't wait to use blogs in my future classroom for my students to care by sharing.

Here are some you may want to check out:

• Teachers Will Always Be Students
• My Expanding Knowledge of Education
• The Flexible Educator
• The Road to Certification
• In the Zone?
• Jessica's Blog
• Future Educator
• Authentic Teaching
• Learning How to Teach 

Most creative way to explain Web 2.0 that I have seen so far...

Communication is key

They say that students whose parents are involved in their education do better academically.  As teachers, we want all our students to do their best, achieve academic success.  So how can we help these two worlds to merge for the better of the students?  Communication!  Maintaining an open line of communication between the parents and teachers is most beneficial to student success.

As a parent, I actively seek opportunities to communicate with my children's teachers.  However, there are parents that do not know how to create this line of communication, are more introverted, or even feel intimidated.

As teachers, we must help parents to have this line of communication open to them.  We can do this in notes home, calls home, invitations to events in the classroom or school, through report cards and messages on homework or tests.  We can also be creative in our approach.  The creativity may peak parent's interest in actually reading what is sent home, and involve those that may not have taken interest before.  Also, we can integrate the use of technology into our line of communication with parents.  We can offer email, websites, wikis, polls, and interactive newsletters.

Newsletters are a great tool for communication.  You can make them as specific or as general as you would like.  They can provide essential information, yet encourage communication with the parents to give/get more detailed information.  And another great thing is you can get the students involved in the creation of the newsletter.  By doing this, you are not only getting information home that you think is important, but also information that they have interest in or feel important to share with their parents.  This can serve other purposes.  It can open communications between students and their parents.  Many households have both parents working, and this leaves limited time for parents and their children to interact.  It also involves students in their learning, creating accountability.  Additionally, it offers the students opportunities to use technology for real world applications, and shows parents how the technologies are being used by the students.

As a group project for my Literacy & Technology class, we were to create a newsletter for parents sharing with them information about Classroom 2.0,  and how technology and Web 2.0 tools would be integrated into their child's learning.  We considered several technologies to use for this (all free of course!).  They included Smilebox, LetterPop, and Glogster EDU.  We opted not to use Smilebox because it did not offer the collaboration abilities we were looking for.  And LetterPop did not offer all the interactive abilities we wanted.  We ended up using Glogster EDU; it offered the most of what we were looking for as far as presentation and collaboration.  Here is our final product:

Direct link

Visualizing our thoughts

Have you ever thought out different scenarios in your head to solve a problem?  Do you make notes to yourself to remember things?  Well, there is a tool used in education to visualize concepts, arrange ideas, etc.  It is called Mind Mapping, or Concept Mapping.  Teachers can use it with students to preassess their knowledge about a topic, students can use it to organize their thoughts before a presentation or writing an essay, and it can be used as a review tool before a big test.

There are programs that can be bought, such as Inspiration or Kidspiration.  However, there are also free Web 2.0 tools available such as Webspiration that do pretty much the same thing (and is offered by the same people).

Here is a sample of a mind map I created for a unit on Immigration:

How safe is your computer?

Many people buy programs to protect their computers from viruses and spyware, things that can infect and destroy a computer through accessing the internet.  However, how many parents purposely go out and buy software that will keep their children safe?  Or even set up the security features that are now offered with computers and web browsers?

With all that is out there that children can access, or even view through a pop-up, internet safety is a concern.  As educators, we do not want students viewing inappropriate material.

Internet safety also comes to mind when you talk about chatrooms and social networks.  Is a child being targeted by a bully, or worse, a pedophile?

Usage of the internet needs to be monitored.  Parents and teachers must be aware of the sites children have access to.

Many school systems have integrated filters, allowing specific websites for use by students, and even faculty.  But students still find ways around these filters. 

Educational Origami is a wiki that offers 3 I's of Internet safety: Informed, In View, and Interested.

Besides using the tools available, and being involved when children have access to the internet, teachers can also help students learn the importance of internet safety and proper web use.  Here are some webquests that can help students become more aware and active in their own internet safety:

• Look Before You Log On
• Internet Safety and Netiquette
• Internet Safety
• Internet Safety (Zunal)
• Playing it Safe

What did you do this summer?

This summer I took four more classes toward obtaining my Masters in Education (dual certification in Childhood and Special Education).  It took a lot of time from what I could have spent with my family.  However, I know that as a future teacher, school does not end at the end of June.  Many teachers use their time off in the summer to partake in professional development.

Professional development for teachers can come in many forms.  They can take college courses, attend seminars and workshops, even district -based training.  Now teachers can add using the internet as a way of obtaining professional development.  Many colleges offer online courses.

The best thing that I have found, though, are networking sites that also offer webinars (web-based seminars).  Many of them are offered for free.  They are easy to use, and can provide teachers with skills they may not have had access to otherwise.

My favorite site is Classroom 2.0.  Others that I found useful were Teacher Tap, Integrating Technology (my second favorite), and Tapped In.  I have taken a couple of webinars through Classroom 2.0.  And a very nice feature that they offer is that they email the week's schedule of Live! shows (webinars). 

Classroom 2.0 also offers forums where you can ask questions and get responses from other professionals, links to member blogs (another valuable source of information), in person workshops, and a wiki full of information and links on almost every topic you can think of related to education and teaching.

I strongly recommend any teacher add this to their "box of tricks".

How do you grade...Engrade?

This past week I explored a web-based gradebook called Engrade.  Gone are the days of paper and pencil gradebooks, especially with technology such as this.  Engrade maintains an assignment calendar, gradebook, and attendance book.  It also offers report generation and online messaging between the teacher, the students, and the parents.  You can maintain one, or more classes, in this online tool.  And, best of all, it is private, secure, easy to use, and completely free!

Within the gradebook, features that stood out to me were that you can choose how the grades weigh based on category, what grading scale it is based on (percentage or letter), or that you could manually enter grades.  I created a test class, and the ease of use in creating categories, then assignments, and then posting grades was amazingly simple.  

Within creating the assignments you can also post them to the calendar, assign a due date, and note if it is an extra credit assignment.  When posting grades, you are able to note if the assignment is missing, or if the student was excused from completing that assignment.  And  the reports generated are easy to read and understand.

The attendance function is great as well.  You can use a one or two letter system to maintain attendance records, you can use the suggested letter values, or a combination of the two.  It even provides a seven day week, allowing the system to be used for classes outside the traditional five day week (daycare, alternative schools, etc.). 

The connectivity with parents and students that Engrade allows is wonderful.  They have 24/7 access to the information.  And as long as you as the teacher keep the information up to date, the parents and students will always have current information.

As with any tool, there are some faults, however.  The one that stood out most to me was that the grade and attendance reports cannot be integrated with the program.  You can export the information to Excel and custom generate a report to do so.  However, if you are not fluent in the use of Excel and its report generating function, this can prove difficult.  Another thing is that reports are not customizable within Engrade.  This again raises the issue of exporting to and generating reports within Excel.  Finally, a feature that I have seen in other web-based gradebook tools that this system lacks is the ability to create seating charts.  As a substitute teacher, a seating chart is indispensable.  It helps you identify the students, particularly since you may only be in the class for the day.  It also helps when the teacher provides the direction that the students are to sit in their assigned seats.  How can you ensure this happens without a seating chart?  I have had this happen to me.  As a side note, I have become particularly fond off the seating chart creators that allow you to insert a picture of the student.  You would be amazed the number of students that try to say they are someone else just so they can sit next to their friend.

My Grade for Engrade:  B+

It offers communication with parents and students, but could still use some development in the report functions.

ISD, ADDIE and ASSURE

As a business professional in a prior life, reading the articles about Instructional Systems Design (ISD), and ADDIE and ASSURE (two models for implementing this instructional approach) reminded me of the many training sessions I attended.  The training sessions I felt I walked away from gaining the most useful information were the ones utilizing either of these instructional approaches.

ADDIE is an acronym for Analysis, Design, Development, Implementation, and Evaluation.  Many have criticized this model as being systematic.  I agree with this, unless you are willing to continue this model in a cycle.  What I am saying is...Once evaluation has been made, take it back to the beginning and analyze the information gained from the evaluation to create a better design, or even back to the point of implementation to make adjustments that will result in the evaluation you were looking for.  The instruction cannot stop once evaluation has been made.  The evaluation must bring you and your learner to the next step in understanding.

The ASSURE Model is as follows:

• Analyze learners
• State objectives
• Select instructional methods, media, and materials
• Utilize media and materials
• Require learner participation
• Evaluate and revise

As an educator, you can have an overall lesson you are planning to teach and a general outcome you would like to have your students attain.  However, you must also understand that no two people learn alike.  Using the ASSURE model of instruction will help accomplish that.

Used appropriately, both models will help your students attain higher levels of thinking 

Good vs Bad...Technology, that is

It is the age old conflict of good vs bad, but applied to technology.  I recently read an article, "Nine Rules for Good Technology", by Stephen Downes.  In the article, Mr Downes first addresses the issues of technology literacy among teachers and the need for technology in the classroom.  My understanding is that he feels technology that is useful and user friendly should be available in the classroom, and that teachers must be knowledgeable enough to use that same technology purposefully and easily.  He makes very valid points in the nine rules he lists.  They are as follows:

1. Good Technology is always available
2. Good Technology is always on
3. Good Technology is always connected
4. Good Technology is standardized
5. Good Technology is simple
6. Good Technology doesn't require parts
7. Good Technology is personalized
8. Good Technology is modular
9. Good Technology does what you want it to do

I found the article to be very interesting.  And as a result of reading it, I now find myself referring to this list as I am introduced to new technologies to see how they rank.  The list will be a tool in helping determine what technologies I would like to use in my future classroom.

Watch out Web, Here I come!

I created my first website.  It will used as a resource reference for me during and after my studies.  My vision for it is a place to share the tools, techniques, and information that I gather through my graduate classes.  It is, and may always remain, a work in progress, being added to and updated as the weeks, semesters, and years go by.

I consider creating this website a great accomplishment.  Several years ago I attempted to create a website for a friend of the family.  It was one of the worst experiences I have ever had with technology.  No matter what program or platform I tried to use, I just couldn't get it to work.  I became frustrated, and gave up.  That is very unusual for me.  Typically, when I become frustrated, it makes me even more determined to make it work.  Ok, I admit it, I'm stubborn.

This time around was completely different.  When I saw the assignment, I have to admit, my heart stopped.  I remembered back to my last attempt, and fear came upon me.  This time I worked through it.  And the tools are much more user friendly now.  Technology has advanced so much.  I used Webs to create my site.  Come take a look...but remember, it is a work in progress

Posters, Prezis, and Podcasts

This was such an exciting week of using technology for my Literacy & Technology class.  As usual. there were two individual assignments, one is required while the other is an HA (for High Achievers), and there was a group assignment.

The required individual assignment involved creating a poster for an event, either real or fictional.  I chose to create one for an actual event occurring at my local library related to literacy.  The event is called Books with Boomer.  Boomer, a Golden Lab, is a reading therapy dog.  This event stood out to me as perfect for this assignment because although Boomer is not a new, web-based technology, he does offer an intriguing alternative to the traditional approaches toward literacy.  I did, however, have to integrate technology into to this assignment somehow.  I accomplished this by using Glogster to create the event poster.  Glogster is a different kind of poster.  You can add text, images, music and video to your glog.  Glogster offers "spin-off" for use in the classroom called Glogster EDU.  The ideas for using this in the classroom are flooding my head.  What a creative way to create a listing of class rules, or as an introduction of the class in the beginning of the school year.  Other ideas are for individual projects, introducing a "boring" topic, a way to review before a unit test.  Like I said, the ideas are flooding...

The High Achiever assignment was for those of us willing to take the extra challenge, and explore another type of technology.  It was to create a podcast to share.  Podcasts are an ingenious way for teachers and students to share information.  A teacher can create a podcast of lessons and share them with students, either because they were absent that day or as a tool to review the information taught.  Students can create podcasts as a way of sharing information about a research project (an alternative for those that do not like to speak in front of the class), or share thoughts with another class outside their school (in another city, state or country).  

For my podcast, I actually went a step further and created screencast.  In this form, my viewers get more than just my speaking; they also get a video presentation.  My screencast was a tutorial for using Wallwisher.  I utilized Screencast-O-Matic to create the screencast. 

It was very intimidating at first.  Then I felt uncomfortable talking to myself.  Finally, after several tries, I felt satisfied with my creation.  What is the adage...Practice makes perfect...

The group project for this week was to complete a webquest regarding the theory of knowledge called Constructivism.  We explored the webquest individually, then came together to create three products based on our research: a presentation aide (ie. PowerPoint), a graphic organizer to present the Pros and Cons, and a Science lesson using the 5Es (this is one way of implementing Constructivism into instruction).  These products were to be created either separately or integrated together into the PowerPoint presentation.  With all this new technology we were being exposed to, I was getting tired of using PowerPoint.  I suggested my group explore one of the tools we are learning about as an alternative way to present our information.  My suggestion was to use Prezi.  

Prezi is more than just clicking from one slide of information to another.  You input all of your information into one "slate".  You can add text, images, videos, documents, and shapes.  You can organize similar thoughts, ideas, information, images by grouping them, and them framing them.  For the presentation, you create a path from one entry or frame to another.  The program will them move from step to step, zooming in or out where needed.  It was very fun and easy to use this tool.  And, best of all, it is a free resource.  As a side note, I do suggest viewing their tutorial video first.  It was very helpful in understanding how to use the tools within Prezi.

The Tech Quad and Constructivism on Prezi

Yin and Yang of Technology

I found these two articles that look at "both sides of the coin".  I found them to be quite opposite of each other in nature, though written by the same person.  The first offers Tech Tips for Teachers.  This is a timely find, considering one of the group projects we were recently assigned in class was to create a Literacy Toolkit, that included many of the tools mention in the article.

The other reference a "Luddite" type of retreat from technology.  If you don't know what Luddite refers to (which I didn't until reading this article and then googling it), it refers to those opposed to industrialization, new technologies, computerization, etc.  The term is based upon the Luddites of the 19th Century, which was a social movement among British textile artisans who objected to many of the changes created by the industrial revolution, usually by destroying mechanized looms.

Shift Happens...

My last few blogs have spoken about teaching with technology and how students of today are very different from students of the 20th Century and before.  Due to the evolution of society and business from a local emphasis to a global emphasis, and the prevalence of technology in almost all aspects of life, education has made a shift.  Some are referring to this shift, or change, from Classroom 1.0 to Classroom 2.0.  This is much like the reference to the World Wide Web changing from Web 1.0 and Web 2.0.  Web 2.0 is a more interactive, collaborative, and user-centered.  In the shift to Classroom 2.0, the class becomes more interactive, collaborative, and student-centered.  It creates experiences for the students to learn hands-on, real-world situations.  They learn true skills that they will incorporate into their future careers and lives.  They are our future, both locally and globally.

NETS-S, Could it stand for Not Even Touching the Surface for Students?

The International Society for Technology in Education (ISTE) has developed National Educational Technology Standards for students, teachers and administrators.  These standards, particularly for the students, were created to ensure that students will be able to apply the foundational ICT (Information Communications Technology) skills they will need.  These standards pertain to higher order thinking skills and digital citizenship, each of which will be essential for them to live, work and contribute to the global society.

Reading through the standards, I reflect back on each of my experiences in the classroom since I have started my graduate studies.  In my field observations, as well as my experiences as a substitute teacher, I have seen some examples of these standards being implemented in the classroom.  However, if our teachers are expected to implement these standards, and our students to perform accordingly, the tools must be available.  Not only does these mean the availability of the technologies, but also the knowledge, understanding, training and support of the teachers with which to use those technologies.

I look forward to exploring these standards further, and integrating their use with my future classroom.  While I feel all of the standards are significant, I think Digital Citizenship is crucial.  It emphasizes legal and ethical behavior, areas where I feel some students are deficient.

We, as educators, can reach beyond the surface and truly implement these standards for ourselves and for our students so long as we have the desire and resources.

Am I an Immigrant?

For my Curricular Planning class this past spring, I created a wiki for a resource unit plan on Immigration to the United States.  When I hear the word immigrant, I usually think of a person or group of people moving from one area to another.  After reading the article "Digital Natives, Digital Immigrants" by Marc Prensky, I now understand the term immigrant in another way.  Mr Prensky discusses the differences between the students of today, who have grown up surrounded by technology, and the rest "of us who were not born into the digital world".  He refers to today's students, K through college, as Digital Natives; and those of us who have adopted technology into our lives are referred to as Digital Immigrants.

After reading his article, I am comfortable in being referred to as a Digital Immigrant.  Being an immigrant is not bad.  It means you were willing to take a risk by becoming a part of this other culture.  I enjoy learning about new technologies, particularly as they pertain to education, and in turn sharing this new information with others.

Digital Immigrants

View more presentations from George Hobson.

Not only as a future educator do I believe it is important to learn and understand the technologies available, but I also feel it is important as a parent of Digital Natives.  To ensure the safety of my children, I must stay aware of the technologies they are using, why they are using them, and how they are using them.  It is my duty as an educator and parent to ensure that ethics, etiquette, and responsibility are present when my students and children use the technologies available to them, while productively engaging them in the content.

Can E.T. help me reach my students?

E.T. was able to phone home using a Simon game.  It may not be as simple to reach my students.  Or could it?  Students of today are exposed to technology from the moment they are born.  They have learned to multitask like no other, listening to their iPods while searching the web for information to enter into their blog.  The challenge for teachers today is capturing and maintaining their interest while also providing them with the information they need to know and the skills they need to succeed.  We must be as adept in the technology they use as they are; we must not fear it, but rather use it.

Through my Literacy & Technology course, I am attaining skills, knowledge, and powerful resources for my future classroom in which I will need to engage my students in a way unlike the previous generations have been taught.  Students can attain the higher levels of thinking that are so important to their futures.  And it can be done while teaching them what is required for the standardized tests they still must take, and while integrating the technologies they are so familiar with into the classroom and their learning experience.  As teachers, we just have to be as creative as E.T., and them we can reach them.

It's Not Just Reading and Writing Anymore...

Literacy, as it is traditionally defined is the ability to read and write.  Through the years culture evolves because of new ideas, creations, and technologies.  In the last decade, technology has made such an impact on our lives and culture, that literacy now has a definitions, and encompasses more than just reading and writing.

As educators, we must now also consider computer literacy, information literacy, and integration literacy.  So long as you know how to use a personal computer, and understand how computers are used in industry, you are considered computer literate.  Look around.  Most people, young and old can be considered computer literate.  Even the grandmother with the cellphone at the ATM.  She knows and understands computers and their uses.  We have evolved by accepting technology and becoming literate in its use.

The concept of information literacy has not really changed.  What has changed about it is the vehicle by which we become information literate.  To understand what I just said, you need a definition of information literacy.  It is knowing how to find, analyze, and use information (according to Shelly, Cashman, Gunter & Gunter).  Previously, in education, we would go to the library, search through a card catalog and then a stack of books to find the information we needed.  Now?  Have you ever Googled something?  How about AskJeeves?  Maybe even looking in Wikipedia?  Using all these web based tools help us to become information literate in this technologically based era.

Finally, we must consider integration literacy.  This is how we enhance student learning with the use of computers and other technologies, along with a variety of learning and teaching strategies.  This concept has created so much debate among educators.  What technology is appropriate for use in the classroom?  How is technology used without taking away from the information you want to teach?  Some innovative educators have decided to engage their students by using all the technologies that students surround themselves with today.  They have integrated the use of cellphones, iPods, computers, and SMARTboards into their lessons and classrooms.