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/
Sunday, January 26, 2014
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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