Technology Integration: What I've Learned

This course has really opened my eyes to the purpose and benefit of effective technology integration.  Two points in particular really hit home this term, and have helped to shape my perspective about technology use in the classroom.  One resonating point that came up time and time again in the class discussions was that "technology is not an event, it's a way of teaching".  I can honestly say I had never considered the difference, and am guilty of using technology as an "event" or a "reward" at times.  Technology needs to be well thought out, and appropriate for meeting the class objectives.  Not all technology is appropriate for every classroom, and teachers truly need to evaluate the benefits of each tool, and how they can contribute to the success of the students in the classroom.

The other point that stuck with me throughout the course was actually one that was made in the very first week by Marc Prensky in his article, "Digital Natives, Digital Immigrants".  In the first paragraph of his article Prensky (2001) states, "Our students have changed radically. Today’s students are no longer the people our educational system was designed to teach" (p. 1).  This article, and this line in particular, reshaped my perspective of technology integration right at the beginning of the term.  I had never realized how fundamentally different 21st century students are today, and how drastically their educational needs and learning styles have changed from their predecessors.  Using technology in a 21st century classroom is not negotiable - it's necessary.  If teachers are to truly work to differentiate instruction and meet the needs of all learners in the classroom, then they need to consider the technological strengths of their students as well.  While many resources in this course supported Prensky's ideas, that was the article that really motivated me to learn more about technology integration, in order to be the most effective teacher possible.

Resources

 

Prensky, M. (2001). Digital Natives, Digital Immigrants. On the Horizon. 9(5). MCB University

                Press. 

 

Goodbye Kevin

Hey Journal,

I can't believe that Kevin is really gone.  Part of me is angry that he kept his real medical issues a secret and made me believe that he was going to get that "bionic body".  How could he lie to his best friend?!  I'm more sad than anything though, that "Freak the Mighty" is gone now, and I am all alone again. 

How can I go back to school and just be a dumb old "butthead" again?!  What would Kevin want me to do?

I have a lot to think about right now.

- Max

Equal Access to the Digital World!

"Equal" does not mean "same".  In other words, in order for all students to access the digital world, it does not mean that it needs to be accessed in the same exact way by every student.  Equal access means that every student can access the same information - but not necessarily in the same manner.

Students in a classroom come with a variety of strengths and challenges.  No two students in a population are exactly alike.  Learning styles, interests, intelligences, and abilities widely vary, making "cookie cutter" lessons nearly impossible, including lessons using technology.  Like any lesson, differentiating student access to the digital world is essential to meet the needs of the learners in a classroom, and to ensure that every student is equally provided with the same content.  While we often don't think about technology itself being a barrier to accessing the curriculum, for some students it can be just that.  Students process visual and auditory input differently, and motor skills are often utilized during technology use.  Because of this, modifications can be necessary in order to provide equal access to the digital world for all students.  Modifications to visual organization or auditory input or elimination can make all the difference for a student.

While access to the digital world may not be the "same" for every child, with the knowledge that exists today about differentiation, "equal" access is most certainly possible!

Facebook...in Reading Class?!

Adventures in Reading With Mrs.M Facebook Group!

As a part of my reading class, your child will be using social media to enhance his/her learning experience, and to deepen his/her understanding of the books we are reading.  While social media sites are where many of your children spend time talking with their friends, it also has really great educational potential, and I am excited to be using it as a part of my reading class this year!

To facilitate book discussions outside of the classroom, I have created a Facebook group specifically for that purpose.  Students will each "join" this group through Facebook, and will participate in whole-class book discussions both in and outside of school.  I will be facilitating and moderating these discussions in order to ensure quality and academically appropriate content.

One of the greatest, and most valid concerns that will arise about the use of Facebook in the classroom is the issue of safety.  To ensure the privacy and safety of the students, the Facebook group has been created as a "secret group", according to Facebook's security guidelines.  Being a "secret group" means that only the group members - the students in the class - are able to join, view, and participate in the discussion.  "Secret groups" are also not searchable on Facebook, which means that outsiders will be unable to locate our Facebook group through a search.  Participants must be "added" to the Facebook group by myself, which means that I can directly control who is able to view the student names and content posted.  Essentially, this online discussion forum will operate much like a discussion in our classroom, except from the comfort of home after school hours!

Another valid concern that may arise is whether or not the use of social media in the classroom is actually beneficial to learning.  Research in recent years has found a lot of value to using social media to enhance learning, which is why I am so excited to use it as a part of my reading class!  According to Foote (2012), social media allows students to "use the Web to collaborate on projects with peers in other schools, both locally and around the world" (Careless, 2012).  For our purposes, students will have the opportunity to collaborate with their classmates to delve deeper into the content of the book we are reading.  Chatting in this way will allow them to participate much more actively than they might simply sitting in a classroom listening to others speak (Careless, 2012).  Possibly even more importantly though, your children will be learning lifelong skills through using social media as a part of their learning.  As Shareski explains, "Social media proves to them that there is a world out there where they can have an impact, and that what they do can elicit a positive response" (Careless, 2012).  The lessons learned in this class will extend far beyond the book that we are reading!

Thank you for your support as we embark on this adventure in social media in our classroom!  Feel free to check out our Facebook group at the link at the top of this page! 


References

Careless, J. (2012).  Social Media.  Tech and Learning 32[7]: 42-44,46.

Get Ready For a WebQuest!

You are about to begin a WebQuest to accompany our book Freak the Mighty by Rodman Philbrick!

To complete the WebQuest, you will put on your reporter hat to investigate the the question: 

How does Max change over the course of the book?

 

As you read the book, you will gather evidence about Max's character traits, and will use this evidence to complete a series of tasks with a partner, as a part of the WebQuest.  Everything that you discover will help you to come up with an answer to the guiding question.  The best part - there is not one right answer!  You might see changes in Max that your classmates did not see, so your response to the question will be unique.

 

Once all of your evidence is gathered, and you have come to a decision about how Max has changed, you will work with your partner to report the findings to the class.  How you choose to report what you discovered is up to you.  You can do a live news report, write a newspaper article, or create a scrapbook to document the changes that you saw.  The project format is up to you, as long as it fully answers the question: How does Max change over the course of the book?

 

Ready to get started?  Your quest is waiting!

 

Click to Begin!  



Educational Value of Animoto

Animoto is a tool that can be used to create video slideshows using pictures or videos.  Not only is it extremely easy to use, but it also produces fun, high-interest videos that can be used in a number of ways.  One way that I see Animoto being used in the classroom by teachers is to introduce new units, topics, or concepts.  For example, the Animoto above was designed to be used as an introduction to character development in reading, specifically how characters change over time.  By using real-life photographs to illustrate how a person changes over a period of time, students can understand and connect the concept of character development to their own lives, before applying the skill to a fictional character in a book.  I also think Animoto is a great tool for students to use to demonstrate their knowledge, as well.  An Animoto slideshow could be a culminating project to display research in a unique and engaging way.  It could also simply be used as a quick assessment for something like vocabulary words; by having students choose the best picture to represent a word, a teacher could gauge understanding and plan for further instruction.  Animoto really has many uses by both student and teacher, and is a highly engaging form of media both to use and watch! 

Educational Value of Wordle



 

A Wordle is a way to compile, organize, and display words in a visually appealing, and unique way.  In the classroom, learning vocabulary is often the foundation of understanding a new concept.  This is true across the curriculum, in any subject.  By strategically grouping words using Wordle, students can easily see that the words are related in some way, which can be the starting point for a number of different lessons.  One of the most common uses might be for assigning students spelling words.  The format of a Wordle may be especially appealing to visual learners, allowing them to visualize the words more effectively.  A Wordle could also be used as a springboard for a number of lessons, and also as a reference for students as they navigate through a project.  For example, students could be asked to investigate the common thread among all of the words represented, as an introduction to a lesson, facilitating self-led discovery of a new concept.  However, a Wordle could also be used as an assessment of student knowledge when the student is the creator.  Students could create Wordles of vocabulary words they come across in their reading, or record observations of a science experiment using the program, in a non-traditional way.  Essentially, words in general are the foundation of learning.  As simple as Wordle is as a learning tool, it lends itself to many different uses in the classroom.