As teachers and students incorporate Internet tools and new technologies into daily classroom activities more frequently, it is important to keep kids safe online. There are many great resources available to classroom teachers online such as Prezi, or Glogsters.
Taking advantage of these tools, however, often requires the use of an active email address. Children generally do not have a personal email as you need to be a certain age to register or have a parent sign them up. How many times have you encountered this roadblock?
An easy way to incorporate 21st Century Skills into your lessons without compromising security would be to create a class email account. For instance mine is vanhoutentech@yahoo.com. Prior to the activity, accounts for online tools are created using my class email which students do not have access to. Students only have access to a general login and password for the Prezi account, for example.
Just wanted to take a moment to share a very important tip. Should you have any questions in regards to creating a class email or class Prezi/Glogster/etc accounts feel free to send me a message.
Monday, January 9, 2012
Wednesday, June 22, 2011
Reflection - Technology plays a large role!
The insights I have gained from 6714D-1 Reaching and Engaging All Learners Through Technology, have and will continue to contribute to my effectiveness at developing instruction that integrates technology to support my students’ learning. I have learned a great deal about UDL (universal design for learning) and how it is designed to ensure all students in the general education classroom, including those with disabilities, struggling students and English language learners are provided the necessary accommodations in the general education classroom. Please check out my Prezi(2011) on UDL that I am very proud of at: http://prezi.com/xknxljgpwfir/technology-and-universal-design-for-learning/ From what I learned about UDL I will be focusing on obtaining grant money to purchase the following items to be utilized in my technology grade 5 and grade 7 classes as well as the project upgrade gifted and talented 6th – 8th grade program:
1. Text to speech software
2. Scanner and related technology to change text to digital media
3. Microphones for each computer
4. Headphones for each computer
5. Interactive whiteboard
6. Teacher laptop
7. Video conferencing hardware
We want our students to be life long learners and I strive to be one as well and believe this can be accomplished through the use of technology. I concur that in the real world they will be relying on technology for their jobs, collaborating tasks, and in their personal life as Megan Webster (2009) said in the virtual field experience video. Technology plays a large role! For me, the benefits of using technology to differentiate is twofold: first, the sheer number of materials available online, through applications, and on mobile devices; second, the ability to use technology in a transformative way, to do things in the classroom that were previously impossible such as video conferences, virtual tours, and the like.
I am excited that there are three projects I will work on this summer to implement this fall/winter of 2011. Already I have started a Farcebook template I created using the Adobe InDesign software for an 8th grade gifted and talented social studies lesson. A copy of the template is for purchase if you do not have the right software to create one at the following website: http://www.teachersdiscovery-english.com/item_details.php?item=150+300+P0000822&SBJ=English
Students will be grouped into certain time periods and take on a specific role within the group. This authentic lesson is student directed and positive reinforcement will not only be coming from me but the other group members/peers. Like Megan Webster (2009) said in the virtual field experience video, students will rise to the occasion. If we treat them like adults they will take on the responsibility. I want to give my students more of the roles I took on in the classroom when it comes to projects. Let them run with it and show me what they learned. A positive class environment would consist of one on one or group conferencing that would allow me to assess where group members are at. Exit cards would hold them accountable at the end of class periods and be given out on various days.
Another social studies project that would utilize technology is creating an iMovie or Power Point using songs that relate to the time period. One classmate posted a highly recommend link: http://yeli.us/Flash/Fire.html. Take a look - its very enjoyable and a neat video to watch. An 8th grade teacher had students do this for assigned decades. There are many ways students could create similar projects for all types of subject areas and I may even try this with math and science as well.
Lastly I have looked into video conferencing opportunities for my 8th grade students to meet with Holocaust survivors in September. The College of Saint Elizabeth Holocaust Education Resource Center is aiming to see if they can provide opportunities for my students to hear survivor testimony from Holocaust survivors right at my school. I hope to set up equipment in our Technology Lab and they would on their end in their Resource Center. This would enable them to have a survivor come to the College of Saint Elizabeth and "meet" my students through videoconferencing; such a program also would be planned so that my students could see the survivor and the survivor could see them, and students would be able to ask questions. “By providing an opportunity for serious Jewish-Christian Theological dialogue, it is opening doors through which many are experiencing mutual respect and understanding.” (cse.edu, 2011) The payoff of video conferencing is students will spend time learning how to relate to one another, cultivate a society and being responsible citizens. Students will be modeling trust and respect to one another as they speak with/interview survivors.
Education has come a long way from the traditional static environment where teachers are upfront, desks are in a row, and there is one open space. We need students to learn in different ways (using books, microscopes, Smartboards). The more we can put in a single learning environment the better. This would increase their chances of showing us what they learned. Students must be evaluated using multiple measures. Offering students’ options for learning, helping them attend to which approach works best for them, and guiding them to be attuned to whether they are learning effectively helps both myself and the students proceed productively. I have learned a lot from this class and will refer to the resources shared in my Google group.
References
The College of Saint Elizabeth (2011) Retrieved June 22, 2011 from http://www.cse.edu/about-cse/centers/herc/index.dot
Laureate Education, Inc. (Producer). (2009). Differentiating Instructional Elements [Video file]. Reaching and engaging all learners through technology. Baltimore, MD: Author
Prezi (2011). Retrieved June 22, 2011 from http://prezi.com/xknxljgpwfir/technology-and-universal-design-for-learning/
1. Text to speech software
2. Scanner and related technology to change text to digital media
3. Microphones for each computer
4. Headphones for each computer
5. Interactive whiteboard
6. Teacher laptop
7. Video conferencing hardware
We want our students to be life long learners and I strive to be one as well and believe this can be accomplished through the use of technology. I concur that in the real world they will be relying on technology for their jobs, collaborating tasks, and in their personal life as Megan Webster (2009) said in the virtual field experience video. Technology plays a large role! For me, the benefits of using technology to differentiate is twofold: first, the sheer number of materials available online, through applications, and on mobile devices; second, the ability to use technology in a transformative way, to do things in the classroom that were previously impossible such as video conferences, virtual tours, and the like.
I am excited that there are three projects I will work on this summer to implement this fall/winter of 2011. Already I have started a Farcebook template I created using the Adobe InDesign software for an 8th grade gifted and talented social studies lesson. A copy of the template is for purchase if you do not have the right software to create one at the following website: http://www.teachersdiscovery-english.com/item_details.php?item=150+300+P0000822&SBJ=English
Students will be grouped into certain time periods and take on a specific role within the group. This authentic lesson is student directed and positive reinforcement will not only be coming from me but the other group members/peers. Like Megan Webster (2009) said in the virtual field experience video, students will rise to the occasion. If we treat them like adults they will take on the responsibility. I want to give my students more of the roles I took on in the classroom when it comes to projects. Let them run with it and show me what they learned. A positive class environment would consist of one on one or group conferencing that would allow me to assess where group members are at. Exit cards would hold them accountable at the end of class periods and be given out on various days.
Another social studies project that would utilize technology is creating an iMovie or Power Point using songs that relate to the time period. One classmate posted a highly recommend link: http://yeli.us/Flash/Fire.html. Take a look - its very enjoyable and a neat video to watch. An 8th grade teacher had students do this for assigned decades. There are many ways students could create similar projects for all types of subject areas and I may even try this with math and science as well.
Lastly I have looked into video conferencing opportunities for my 8th grade students to meet with Holocaust survivors in September. The College of Saint Elizabeth Holocaust Education Resource Center is aiming to see if they can provide opportunities for my students to hear survivor testimony from Holocaust survivors right at my school. I hope to set up equipment in our Technology Lab and they would on their end in their Resource Center. This would enable them to have a survivor come to the College of Saint Elizabeth and "meet" my students through videoconferencing; such a program also would be planned so that my students could see the survivor and the survivor could see them, and students would be able to ask questions. “By providing an opportunity for serious Jewish-Christian Theological dialogue, it is opening doors through which many are experiencing mutual respect and understanding.” (cse.edu, 2011) The payoff of video conferencing is students will spend time learning how to relate to one another, cultivate a society and being responsible citizens. Students will be modeling trust and respect to one another as they speak with/interview survivors.
Education has come a long way from the traditional static environment where teachers are upfront, desks are in a row, and there is one open space. We need students to learn in different ways (using books, microscopes, Smartboards). The more we can put in a single learning environment the better. This would increase their chances of showing us what they learned. Students must be evaluated using multiple measures. Offering students’ options for learning, helping them attend to which approach works best for them, and guiding them to be attuned to whether they are learning effectively helps both myself and the students proceed productively. I have learned a lot from this class and will refer to the resources shared in my Google group.
References
The College of Saint Elizabeth (2011) Retrieved June 22, 2011 from http://www.cse.edu/about-cse/centers/herc/index.dot
Laureate Education, Inc. (Producer). (2009). Differentiating Instructional Elements [Video file]. Reaching and engaging all learners through technology. Baltimore, MD: Author
Prezi (2011). Retrieved June 22, 2011 from http://prezi.com/xknxljgpwfir/technology-and-universal-design-for-learning/
Wednesday, June 1, 2011
Presentation about Universal Design for Learning
http://prezi.com/xknxljgpwfir/technology-and-universal-design-for-learning/
Monday, February 21, 2011
Week 8 Reflection
The GAME plan I developed and followed throughout the Integrating Technology Across the Content Areas course here at Walden University really helped me integrate technology into all the content areas I teach at my middle school as the project upgrade teacher. I was excited to bring what I learned to school each week and share with other teachers I work with. It is my job to implement technology into Science, Math, Social Studies in grades 6 -8. Having just started this new position in December and not having input from the previous teacher, this course came along at the perfect time. I find technology encourages students to be engaged in lessons. They have grown up with technology all around them. In fact a wider variety of technologies are in use now than when I was a child and I do not consider myself old. Technology has just evolved that quickly since I was in elementary school. Computers and the Internet are effective tools to support content learning and critical thinking skills. I have learned that preparing students to be able to answer questions, solve real world problems collaboratively in groups with the aide of technology will prepare them for the future.
This class has taught me to be a self-directed learner by assessing my current technology compentencies and monitoring the steps I take to integrate technology into my own class. I have written weekly about how I am staying up to date with current emerging technologies and constantly assessed where I am and where I want to be. Integrating technology into my lessons was not aways easy but setting a GAME plan, working with other cooperating teachers, I was able to take action and meet my goals. Monitoring my progress weekly in my reflective blog postings allowed me to evaulate whether my goals were achieved as well as how I can extend what I learned to new situations/lesson in the future.
This class has taught me to be a self-directed learner by assessing my current technology compentencies and monitoring the steps I take to integrate technology into my own class. I have written weekly about how I am staying up to date with current emerging technologies and constantly assessed where I am and where I want to be. Integrating technology into my lessons was not aways easy but setting a GAME plan, working with other cooperating teachers, I was able to take action and meet my goals. Monitoring my progress weekly in my reflective blog postings allowed me to evaulate whether my goals were achieved as well as how I can extend what I learned to new situations/lesson in the future.
Sunday, February 20, 2011
Week 7 - Using the GAME Plan Process with Students
Looking back at my GAME Plan, my first blog post listed goals that would improve my professional practice as well as actions I would take to develop a technology-enriched learning environment where students can pursue their individual curiosities and become active participants in class. I am pleased with the steps I have taken so far to reach my goal and want model for my students how to meet the National Education Standards and meet their Goals.
There are similarities I see between the Teachers NETS standards and the students NETS standards. as an example student goal #2 - communication and Collaboration – Students use digital media and environments interact and work collaboratively, where individual learning and collaborative learning is supported. This standard is very similar to Teacher goal # 3 Model digital-age work and learning: Teachers communicate information and ideas to students, parents, and peers using a variety of digital-age media and formats. In order to teach students this standard I would model working collaboratively with any co-teacher I work with in the G&T push-in program. I am generally working hand in hand with another teacher whether they are in the room with me or if we communicate via blog, email, Skype or some other form of digital media. Students can collaborate with other members of a group while working on the Presentations from home now by using Prezi's. I recently did a presentation in Science on how students can work in groups to complete their final presentations with out the use of a flash drive, or having to ask mom and dad for a ride over to a friends house. They can easily collaborate over the computer via email and make the additions to a group presentation easily with the use of www.prezi.com.
There are similarities I see between the Teachers NETS standards and the students NETS standards. as an example student goal #2 - communication and Collaboration – Students use digital media and environments interact and work collaboratively, where individual learning and collaborative learning is supported. This standard is very similar to Teacher goal # 3 Model digital-age work and learning: Teachers communicate information and ideas to students, parents, and peers using a variety of digital-age media and formats. In order to teach students this standard I would model working collaboratively with any co-teacher I work with in the G&T push-in program. I am generally working hand in hand with another teacher whether they are in the room with me or if we communicate via blog, email, Skype or some other form of digital media. Students can collaborate with other members of a group while working on the Presentations from home now by using Prezi's. I recently did a presentation in Science on how students can work in groups to complete their final presentations with out the use of a flash drive, or having to ask mom and dad for a ride over to a friends house. They can easily collaborate over the computer via email and make the additions to a group presentation easily with the use of www.prezi.com.
Sunday, February 13, 2011
Revising My GAME Plan
In my first week my very 1st goal was:
1 - Design and Develop Digital-Age Learning Experiences and Assessments
Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETS•S
I am happy to say I have initiated a science lesson last week where students will collaborate online to create a presentation. In the past students created power points. Now with the aide of www.Prezi.com students can work at school with out the use of a flashdrive, then they can go home or to any computer and continue to work on their presentation and do not have to be together. The beauty of the prezi is each person can truly be responsible and held accountable for their section of work. If they are absent they can continue where they left off on the presentation from home.
My next goal will be to have students collaborate with other students outside of our class or school online. I have looked into the flatclassroom.net to do this. I am seeking other classes that have similar core content objectives as our classroom.
1 - Design and Develop Digital-Age Learning Experiences and Assessments
Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETS•S
I am happy to say I have initiated a science lesson last week where students will collaborate online to create a presentation. In the past students created power points. Now with the aide of www.Prezi.com students can work at school with out the use of a flashdrive, then they can go home or to any computer and continue to work on their presentation and do not have to be together. The beauty of the prezi is each person can truly be responsible and held accountable for their section of work. If they are absent they can continue where they left off on the presentation from home.
My next goal will be to have students collaborate with other students outside of our class or school online. I have looked into the flatclassroom.net to do this. I am seeking other classes that have similar core content objectives as our classroom.
Sunday, February 6, 2011
Monitoring My GAME Plan Progress week 5
Sorry for the delay in posting - it has been a crazy week. All of you from the North that got hammered by the snow know! :)
On to my posting: Working collaboratively is key when it comes to integrating technology into the classroom. I have had one co-worker/teacher that has been a huge asset to me this week in strengthening my confidence and proficiency seamlessly integrating technology into the content area I teach. Mr. Vikete and I co-teach technology and Project-Upgrade (which is also know as Gifted and Talented at our Middle School). It is true that two minds are better than one. I was able to integrate not one but two new forms of technology into math this week and that was the use of a Prezi and a screen cast.
Mr. Vikete and I sat down and thought of ways we could teach the 7th grade students Scale Factors that met the needs of all the learners in the class with differing abilities. We thought of Gardner's multiple intelligences that students possess and way students express themselves. There are numerous students that are gifted in Art and wanted to have the students draw a scale image of a hot wheels car and gave them a role to play as a marketing executive/graphic artist. Students were able to manipulate objects on the Smart board in front of the room as well as their scale object (car) and spatial represent it on their paper. Logical - mathematical intelligence was used to process ratio and fraction problems and linguistic intelligence was utilized through effective written communication to the Vice President of Hot Wheels in their written presentation on their power point they created. Once the lesson is complete students will save their finished project in their virtual portfolio. We can now track the progress of individual students with the use of online portfolios.
My lesson certainly has come a long way from where it began and that is all thanks to the Integrating Technology Across the Content Areas class I'm in at Walden as well as my co-teachers help on this assignment.
Sorry for the delay in posting - it has been a crazy week. All of you from the North that got hammered by the snow know! :)
On to my posting: Working collaboratively is key when it comes to integrating technology into the classroom. I have had one co-worker/teacher that has been a huge asset to me this week in strengthening my confidence and proficiency seamlessly integrating technology into the content area I teach. Mr. Vikete and I co-teach technology and Project-Upgrade (which is also know as Gifted and Talented at our Middle School). It is true that two minds are better than one. I was able to integrate not one but two new forms of technology into math this week and that was the use of a Prezi and a screen cast.
Mr. Vikete and I sat down and thought of ways we could teach the 7th grade students Scale Factors that met the needs of all the learners in the class with differing abilities. We thought of Gardner's multiple intelligences that students possess and way students express themselves. There are numerous students that are gifted in Art and wanted to have the students draw a scale image of a hot wheels car and gave them a role to play as a marketing executive/graphic artist. Students were able to manipulate objects on the Smart board in front of the room as well as their scale object (car) and spatial represent it on their paper. Logical - mathematical intelligence was used to process ratio and fraction problems and linguistic intelligence was utilized through effective written communication to the Vice President of Hot Wheels in their written presentation on their power point they created. Once the lesson is complete students will save their finished project in their virtual portfolio. We can now track the progress of individual students with the use of online portfolios.
My lesson certainly has come a long way from where it began and that is all thanks to the Integrating Technology Across the Content Areas class I'm in at Walden as well as my co-teachers help on this assignment.
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