Sunday, March 2, 2014
Module 8 - 1: Animoto
Create a digital storytelling project tied to National Technology Standards as well as Common Core Standards using Animoto. Your project should be a minimum of two minutes in length. Include a link to your finished product in your blog.
Module 7 - 4: Google Apps
In your Blogger blog, reflect on the use of Google Apps in schools with students as well as professional development with other educators. Also reflect upon your experience using Google Apps with your classmates in this course.Make sure to share the graphical results of your survey with the class in your blog post as well.
My experience using Google Apps within the classroom, and outside of the classroom varies drastically. During my teaching experience I have never had the opportunity to truly use Google Apps within the classroom. My school does not currently use, support or encourage the use of Google Apps, however, this will be changing for the upcoming school year. Although Google Apps is not used by the school district where I work, as an educator I am still able to use Google Forms as assessment tools, and Google Sites to create web quests, in addition to teaching students how to use Google for basic functions such as searching.
Outside of the classroom, I use Google frequently for my personal, professional and educational reason. For my graduate work, numerous teachers have required the use of a Google Blog, also known as Blogger. I have also had the opportunity to use the presentation, excel and document sharing features within Google Drive. As a student, I have had the opportunity to use these resources independently, and in a group setting. Having the experience to use these tools in a group project allowed for educators to analyze, review and familiarize themselves with how these tools could be used to assist student group collaboration.
Google can act as a great Professional Development recording tool due to the multiple features within the Google Apps. Educators can use Google Sites to build and maintain a website to record professional development. By using a Google Site educators could add in other professional development features such as a file recording professional development hours, examples of student assessments, or a blogger used to reflect on technology/google experiences. Using Google Sites as a professional development tool also allows educators to expand their knowledge pertaining to resources that students will also eventually be using in and outside of the classroom.
Using Google resources can also allow educators to increase professional development opportunities by increasing communication and collaboration opportunities. By communication features, or shared documents educators can collaborate and provide feedback at different times, allow educators who may not have a physical time to meet, an opportunity to work collaborative towards a common goal. Using these features also can increase opportunities for teachers to edit, revise and create new curriculum.
A distinct advantage of using Google Apps for education is the allowing students the ability to access school and class resources by using the internet instead of requiring students to use a USB or physical data sharing device. Allowing educators, and students the opportunity to access resources inside and outside of the classroom helps create a more consistent classroom, allowing students to access the same materials and resources in and outside of the classroom. This can help create a centralized location for class or school resources, and can help eliminate students from having multiple logins and passwords for different websites. Overall, Google Apps for Education can provide unique learning opportunities within the classroom, while also allowing students and teachers access to resources and tools that are also used outside of the classroom. Using resources that can be serve multi-functions is helping to teach students life skills, helping to create better digital learners.
Nevin, R. (2009). Supporting 21st Century Learning through Google Apps. Teacher Librarian, 37(2), 35-38.Retrieved March 10, 2014 from http://www.editlib.org/p/70574.
My experience using Google Apps within the classroom, and outside of the classroom varies drastically. During my teaching experience I have never had the opportunity to truly use Google Apps within the classroom. My school does not currently use, support or encourage the use of Google Apps, however, this will be changing for the upcoming school year. Although Google Apps is not used by the school district where I work, as an educator I am still able to use Google Forms as assessment tools, and Google Sites to create web quests, in addition to teaching students how to use Google for basic functions such as searching.
Outside of the classroom, I use Google frequently for my personal, professional and educational reason. For my graduate work, numerous teachers have required the use of a Google Blog, also known as Blogger. I have also had the opportunity to use the presentation, excel and document sharing features within Google Drive. As a student, I have had the opportunity to use these resources independently, and in a group setting. Having the experience to use these tools in a group project allowed for educators to analyze, review and familiarize themselves with how these tools could be used to assist student group collaboration.
Google can act as a great Professional Development recording tool due to the multiple features within the Google Apps. Educators can use Google Sites to build and maintain a website to record professional development. By using a Google Site educators could add in other professional development features such as a file recording professional development hours, examples of student assessments, or a blogger used to reflect on technology/google experiences. Using Google Sites as a professional development tool also allows educators to expand their knowledge pertaining to resources that students will also eventually be using in and outside of the classroom.
Using Google resources can also allow educators to increase professional development opportunities by increasing communication and collaboration opportunities. By communication features, or shared documents educators can collaborate and provide feedback at different times, allow educators who may not have a physical time to meet, an opportunity to work collaborative towards a common goal. Using these features also can increase opportunities for teachers to edit, revise and create new curriculum.
A distinct advantage of using Google Apps for education is the allowing students the ability to access school and class resources by using the internet instead of requiring students to use a USB or physical data sharing device. Allowing educators, and students the opportunity to access resources inside and outside of the classroom helps create a more consistent classroom, allowing students to access the same materials and resources in and outside of the classroom. This can help create a centralized location for class or school resources, and can help eliminate students from having multiple logins and passwords for different websites. Overall, Google Apps for Education can provide unique learning opportunities within the classroom, while also allowing students and teachers access to resources and tools that are also used outside of the classroom. Using resources that can be serve multi-functions is helping to teach students life skills, helping to create better digital learners.
Work Cited
Nevin, R. (2009). Supporting 21st Century Learning through Google Apps. Teacher Librarian, 37(2), 35-38.Retrieved March 10, 2014 from http://www.editlib.org/p/70574.
Sunday, February 9, 2014
Module 5 - 5: Blog
5.5 Blog
In your Blogger blog, outline the pros and cons associated with allowing social networking in schools. Use the module resources to assist with your post. Review at least two of your classmates posts (refer to the Student Information course wiki to obtain links to their blogs) and comment on their posts.
The pros and cons associated with allowing social networking within schools is endless. As a technology teacher and a student advisor for clubs, organizations and athletics within a school district using social networking has advantages that would allow communication among students and advisor/coach/teacher to be easier at times. An advantage of using social media is that it can allow a teacher, coach or advisor to instantly communicate with those students who are also using the social media. The disadvantage, of course, is that not all students use social media. Some parents do not allow students to engage in social media until a certain age or grade, or even at all, therefore, some students may not be allowed to participate if the website is not school monitored and/or created.
An alternative to using social media within school could be to participate school wide in a program or web resource similar to edmodo or moodle. Edmodo allows users to post and participate in a similar setting as Facebook, while being school monitored and created. The interface between edmodo and Facebook even look similar. Edmodo can allow students to enroll and participate in various classes, such as social studies, science, math, language arts, etc; while also allowing students to enroll in groups or activities such as student council and/or basketball. Using a school monitored system liked Edmodo can allow students and teachers to be accessible through the same network. This can allow for communication outside of school, or help create unique learning opportunities during and after school.
An advantage of using social media within a school district is the increased communication between parents and the school community. Many parents, students and teachers are on social media. Using social media can allow all of these resources to connect in one common place. Having the school create a social network that can inform the parents of school information and events is a great way to keep parents involved and informed. If a school chose to participate in a school monitored social network resource like edmodo, parent login and resources are available to allow parents to be better connected and informed. Some online portals allow students, parents, teachers and administration to have individual logins, allowing parents access to teachers and student grades. Settings can even be created to inform parents of different events and notifications. An advantage of using a resource like this would be keeping parents, students and teachers informed in a centralized location.
A disadvantage of using social media networks within the classroom is that students could become distracted or carried away on unrelated educational activities. Allowing students access to social network could create more potential internet bullying, and communication among students during times when they should be engaging in classroom learning. Monitoring students on social media within classroom time could be difficult for educators if an incident were to occur.
Although this may be difficult at first to monitor and inform, it can also provide a unique learning opportunities for students. Students would learn, within the school environment, how to be socially responsible on the internet. Students would learn about their digital footprint and the impact that students want to leave. Students would learn how to track their digital footprint, and the negative effects. Using social media within a district could allow a district to educate and encourage positive social media behavior. Even if a school chooses not to engage in social networking within school hours, schools are still responsible for disciplining negative social media actions.
In addition to the concern about student distraction within the classroom, many teachers would not wish for their own social networking to be used within the work environment. Many teachers feel that social networking is something that should be kept separate from work, and the two should not be mixed. Teachers who do not like to share a detailed amount of their private life may feel uncomfortable. Although teachers may be hesitant to use their social media sites to communicate with students and other staff, teachers can create another username and create a separate profile allowing for different name.
The advantages and disadvantages for allowing social networking in school is endless. The decision on if social networking should be allowed depends on the school, the school community and environment. Although social networking may be very successful in a certain environment, it may be less success in a different environment. Facts that could affect success are staff, students, or resources. The decision should be made by accessing the schools technology plan, as well as, the schools strategic action plan and analyzing what the needs are for the school environment.
Sunday, January 26, 2014
Module 3 - 4: Blog
In your Blogger blog, reflect upon the need for a PLN. Use the module lecture s Thoughts to Ponder as well as the module resources to assist with your post. Review at least two of your classmates posts (refer to the Student Information course wiki to obtain links to their blogs) and comment on their posts.
There is a need for PLN, Personal Learning Network, to allow teachers to have the opportunity to share, reflect and review a range of resources,as well as, provide collaborative and sharing opportunities with other teachers outside their district or peer group. By participating in a PLN an educator has the ability to access resources and tools to expand their knowledge. A PLN can allow teacher's a collaborative place to share or gain ideas, typically within a safe virtual environment. Within this environment educators can feel comfortable discussing and sharing ideas, while learning from each other, and having the opportunity to search through a diverse range of tools and topics.
A Personal Learning Network can be described as a social way to learn and share ideas. Many educators have a passion for learning, and expanding their tools and resources. PLN's can take the place of teachers physically attending conferences or workshops, as teachers can access the information online at their convince, or teachers can attend virtual workshops/conferences; saving money on travel costs or conference location. Participating in a PLN can allow a teacher to have the benefits and advantages of attending a conference, while not having to physically change your location.
An additional advantages of a PLN is the ability to meet, connect and share ideas with individuals from all around the world. Due to the fact most information within a PLN is shared online; through blogs, social media or online resources, teachers have a greater chance to meet and connect with an individual from a distant location. The advantage of having a large PLN is the ability to meet and discuss topics that the educator desires discussing. This allows teachers to focus their learning, searching and discussions about their desired topics and subjects. Using a PLN allows a teacher to be in control of what they want to learn, master and share while discovering resources. PLN are not specific, and allow participates to learn, share and discuss on a variety of topics. This allows all educators to create a personalized PLN that will best help each educator enhance their practice.
References:
Educational Technology Guy - http://educationaltechnologyguy.blogspot.com/2009/11/creating-personal-learning-network-pln.html
Teaching Village - http://www.teachingvillage.org/2012/01/03/what-is-a-pln-anyway/
There is a need for PLN, Personal Learning Network, to allow teachers to have the opportunity to share, reflect and review a range of resources,as well as, provide collaborative and sharing opportunities with other teachers outside their district or peer group. By participating in a PLN an educator has the ability to access resources and tools to expand their knowledge. A PLN can allow teacher's a collaborative place to share or gain ideas, typically within a safe virtual environment. Within this environment educators can feel comfortable discussing and sharing ideas, while learning from each other, and having the opportunity to search through a diverse range of tools and topics.
A Personal Learning Network can be described as a social way to learn and share ideas. Many educators have a passion for learning, and expanding their tools and resources. PLN's can take the place of teachers physically attending conferences or workshops, as teachers can access the information online at their convince, or teachers can attend virtual workshops/conferences; saving money on travel costs or conference location. Participating in a PLN can allow a teacher to have the benefits and advantages of attending a conference, while not having to physically change your location.
An additional advantages of a PLN is the ability to meet, connect and share ideas with individuals from all around the world. Due to the fact most information within a PLN is shared online; through blogs, social media or online resources, teachers have a greater chance to meet and connect with an individual from a distant location. The advantage of having a large PLN is the ability to meet and discuss topics that the educator desires discussing. This allows teachers to focus their learning, searching and discussions about their desired topics and subjects. Using a PLN allows a teacher to be in control of what they want to learn, master and share while discovering resources. PLN are not specific, and allow participates to learn, share and discuss on a variety of topics. This allows all educators to create a personalized PLN that will best help each educator enhance their practice.
References:
Educational Technology Guy - http://educationaltechnologyguy.blogspot.com/2009/11/creating-personal-learning-network-pln.html
Teaching Village - http://www.teachingvillage.org/2012/01/03/what-is-a-pln-anyway/
Sunday, January 19, 2014
Module 2 - 2: Blog
In your Blogger blog, reflect on your own digital footprint and personal thoughts on digital citizenship, as well as the necessity of teaching students about digital citizenship in school. Also, discuss your thoughts on an appropriate age of introduction to digital citizenship.
Digital citizenship is become increasingly more important as individuals create more of a digital footprint by sharing more about themselves over the internet. With the expansion and frequency of use of the internet, many users are creating more accounts. Accounts can be for shopping, work, social media, or hobbies, but internet users are becoming more connected. As internet users begin creating accounts, some of these accounts allow users to share a lot of information about themselves. Users must be aware of the information they are sharing, and make conscientious decisions about what type of internet should be shared, and who information should be shared with.
Educating students to make conscientious and aware digital choices is an important aspect of schools, and digital citizenships. Students need to be aware of what information is shared, and who information is shared with. As a computer teacher, I frequently see students unaware that information is public or accessible by users other than their "friends". Helping students become aware, while also teaching students how to make better choices allows schools to help students mature and develop, while also creating better critical thinking skills.
The appropriate age to introduce digital citizenship would be as young as kindergarten or 1st grade. Allowing students to understand basic features about the internet should be expected by all individuals that use the internet. Goals of 1st grade students could be to understand the capacity of the internet (unlimited information/a resource), and also to understand that it can connect people. Allowing a 1st grader to be aware of digital citizenship allows a teacher or parent to have ease that if a student was using the computer, and accidentally came across uncomfortable information or someone trying to reach out to a child; the student would react appropriately. Discussing digital citizenship is also important due to the type of computer games, and accounts that are available to students of all ages and levels. Internet games or accounts can allow students to have chat features, therefore, help students become aware of how to act appropriately on the internet is important even at a young age.
Digital citizenship is become increasingly more important as individuals create more of a digital footprint by sharing more about themselves over the internet. With the expansion and frequency of use of the internet, many users are creating more accounts. Accounts can be for shopping, work, social media, or hobbies, but internet users are becoming more connected. As internet users begin creating accounts, some of these accounts allow users to share a lot of information about themselves. Users must be aware of the information they are sharing, and make conscientious decisions about what type of internet should be shared, and who information should be shared with.
Educating students to make conscientious and aware digital choices is an important aspect of schools, and digital citizenships. Students need to be aware of what information is shared, and who information is shared with. As a computer teacher, I frequently see students unaware that information is public or accessible by users other than their "friends". Helping students become aware, while also teaching students how to make better choices allows schools to help students mature and develop, while also creating better critical thinking skills.
The appropriate age to introduce digital citizenship would be as young as kindergarten or 1st grade. Allowing students to understand basic features about the internet should be expected by all individuals that use the internet. Goals of 1st grade students could be to understand the capacity of the internet (unlimited information/a resource), and also to understand that it can connect people. Allowing a 1st grader to be aware of digital citizenship allows a teacher or parent to have ease that if a student was using the computer, and accidentally came across uncomfortable information or someone trying to reach out to a child; the student would react appropriately. Discussing digital citizenship is also important due to the type of computer games, and accounts that are available to students of all ages and levels. Internet games or accounts can allow students to have chat features, therefore, help students become aware of how to act appropriately on the internet is important even at a young age.
Sunday, January 12, 2014
Module 1 - 3: Blog
What are your ideas of what a technology integration specialist is as you previously learned in other SNHU courses? Also, discuss today’s students and teachers as related to their use of technology in and out of the classroom. Use the module resources to assist you in completing this assignment.
From what I have learned throughout my other SNHU courses, a technology integration specialist is someone who helps teachers, administrators and school personnel better integrate technology into their curriculum. The role of the technology integration specialist is to help teachers, students and administrators feel more comfortable using technology, while also helping all individuals understand how and why technology can improve the classroom. As a technology integrator it is critical to help teacher's and administrators learn to use technology to assist in the educational process, but not consume or become the educational process. Strictly teaching students how to use a tool, such as Glogster, is not beneficial if students are not able to formulate meaningful answers that relate to the curriculum or standards. Technology should be used to help students demonstrate their comprehension and understanding, or to help students better understand topics and ideas; not to replace curriculum.
Today's students are constantly surrounded by technology. Students, within my own school district, are becoming familiar and comfortable using technology in a variety of their classrooms. Teachers who have the opportunity to use technology within their classroom, often have students complete homework or projects also on the computer. Students are using technology at home, and at school. At home technology usage can range from school related activities such as homework or studying, to social or hobby related activities.
At my current school district, the range of technology users within the building varies drastically depending upon the teacher. Some teachers use technology within their classroom, and are also personal technology users. Other teachers may use technology for personal reasons outside of the classroom, but cannot understand the benefits of using it within their classroom. Within my district, we even have a few teachers who minimal use technology inside and outside of the classroom. From my observations, there has been a slight correlation between the teachers that use technology during school, and outside of school and the age of the teacher. This is not the case always though, as many veteran teachers are excited and eager to learn more about technology to better enhance their teaching practice. Technology use for teachers is hard to predict and hard to analyze because a lot of preferences depend on the teacher and their personality. Some teachers are very intrigued to learn how they can improve their classroom by using unique tools and materials, while other teachers prefer to stick to methods they are more comfortable using. Neither method is correct or incorrect, as long as the outcome represents that students are learning and comprehending to the best of their ability.
From what I have learned throughout my other SNHU courses, a technology integration specialist is someone who helps teachers, administrators and school personnel better integrate technology into their curriculum. The role of the technology integration specialist is to help teachers, students and administrators feel more comfortable using technology, while also helping all individuals understand how and why technology can improve the classroom. As a technology integrator it is critical to help teacher's and administrators learn to use technology to assist in the educational process, but not consume or become the educational process. Strictly teaching students how to use a tool, such as Glogster, is not beneficial if students are not able to formulate meaningful answers that relate to the curriculum or standards. Technology should be used to help students demonstrate their comprehension and understanding, or to help students better understand topics and ideas; not to replace curriculum.
Today's students are constantly surrounded by technology. Students, within my own school district, are becoming familiar and comfortable using technology in a variety of their classrooms. Teachers who have the opportunity to use technology within their classroom, often have students complete homework or projects also on the computer. Students are using technology at home, and at school. At home technology usage can range from school related activities such as homework or studying, to social or hobby related activities.
At my current school district, the range of technology users within the building varies drastically depending upon the teacher. Some teachers use technology within their classroom, and are also personal technology users. Other teachers may use technology for personal reasons outside of the classroom, but cannot understand the benefits of using it within their classroom. Within my district, we even have a few teachers who minimal use technology inside and outside of the classroom. From my observations, there has been a slight correlation between the teachers that use technology during school, and outside of school and the age of the teacher. This is not the case always though, as many veteran teachers are excited and eager to learn more about technology to better enhance their teaching practice. Technology use for teachers is hard to predict and hard to analyze because a lot of preferences depend on the teacher and their personality. Some teachers are very intrigued to learn how they can improve their classroom by using unique tools and materials, while other teachers prefer to stick to methods they are more comfortable using. Neither method is correct or incorrect, as long as the outcome represents that students are learning and comprehending to the best of their ability.
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