What? The other day several of my classmates presented their lesson plans using the SMART Board in Instructional Design class. So what? I was once again blown away by the different opportunities that are available using this system. One presentor invited students to come up and share their conclusions with the rest of the class. One used it as a formative assessment. Another used it to illustrate pictures of the concept they were teaching.
Now What? I learned that which Professor Garret always says, "You are limited only by your own imagination!"
Reflection #4: Not Always the Best Way
What?
I observed two High School classes today: US History and AP Politics & Government. Both of them integrated technology into their class lessons through video and a document viewer (I'm not even sure what it's called - when the computer monitor is reflected onto a large screen for the whole class to see). After US History, I asked the teacher how students have changed over the 13 years that she's been teaching. She responded immediately, "There's an element of apathy now. Lessons must be quick and flashy, or they'll check out." Even incorporating seemingly interesting Historical documentaries don't cut it for students. One of her students' comments illustrates this, "Historical documentaries bore me to death." I learned (or rather it was re-affirmed to me once again) that what worked yesterday will not necessarily work tomorrow - or even today. Technology is rapidly changing: key word here, is rapidly. Sure, teachers may try to engage students through films and powerpoint, but they're still nothing compared to concise and captivating YouTube videos and self-serve ipods.
So What?
Although this reflection seems discouraging, I was encouraged that the old-fashioned teacher-student interaction can still work marvelously even when technology doesn't. The US History and Psychology teacher that I observed has such an incredible presence in her classroom. First of all, the seats are arranged in a U shape that revolves around an empty space in the classroom where she paces back and forth constantly. Students know who is in charge in the class (not them!) and they realize that Mrs. Moyd takes her subject and more importantly, her students very seriously. It is evident that she is above their realm – socially and intellectually. She knows her content and teaches the lesson by heart. But she also connects with them through witty humor and acknowledgments of their personal lives. The point of this commentary, is that although technology is a very very helpful tool in teaching, it is not always the best way to engage students, or at least not the only way.
Now What?
For the future, I will remember to spice up my instructional styles and keep in mind that sometimes what matters more than teaching to students’ learning styles, is teaching relevant, significant, and practical things.
I observed two High School classes today: US History and AP Politics & Government. Both of them integrated technology into their class lessons through video and a document viewer (I'm not even sure what it's called - when the computer monitor is reflected onto a large screen for the whole class to see). After US History, I asked the teacher how students have changed over the 13 years that she's been teaching. She responded immediately, "There's an element of apathy now. Lessons must be quick and flashy, or they'll check out." Even incorporating seemingly interesting Historical documentaries don't cut it for students. One of her students' comments illustrates this, "Historical documentaries bore me to death." I learned (or rather it was re-affirmed to me once again) that what worked yesterday will not necessarily work tomorrow - or even today. Technology is rapidly changing: key word here, is rapidly. Sure, teachers may try to engage students through films and powerpoint, but they're still nothing compared to concise and captivating YouTube videos and self-serve ipods.
So What?
Although this reflection seems discouraging, I was encouraged that the old-fashioned teacher-student interaction can still work marvelously even when technology doesn't. The US History and Psychology teacher that I observed has such an incredible presence in her classroom. First of all, the seats are arranged in a U shape that revolves around an empty space in the classroom where she paces back and forth constantly. Students know who is in charge in the class (not them!) and they realize that Mrs. Moyd takes her subject and more importantly, her students very seriously. It is evident that she is above their realm – socially and intellectually. She knows her content and teaches the lesson by heart. But she also connects with them through witty humor and acknowledgments of their personal lives. The point of this commentary, is that although technology is a very very helpful tool in teaching, it is not always the best way to engage students, or at least not the only way.
Now What?
For the future, I will remember to spice up my instructional styles and keep in mind that sometimes what matters more than teaching to students’ learning styles, is teaching relevant, significant, and practical things.
Week #7: School Website
Mt. Baker was the Middle School that I attended for 3 years. When you enter their website, you are able to access various helpful pieces of information. If you want to contact your child's teacher, you can find their email. If you want to see the school calendar to plan a vacation with your family, you can see all events and breaks for the year. If you want to be informed as to what has been going on in the past month, you can read a personal Newsletter from the principal. The website is simple and practical. It has the basic necessary information for students, parents, and visitors to use.
There is not much to be confused about because the website is as simple as can be. I am curious what "Skyward Family Access" is, because the website offers a link to this in which members must log in. I presume it may be for parents to check their childrens' grades, but it is not clear. However, lack of confusion in this case is not necessarily a good thing because it means that the website is meager and doesn't go beyond the basic rules and contact information that a school website should provide.
I would love to see the following on this website:
There is not much to be confused about because the website is as simple as can be. I am curious what "Skyward Family Access" is, because the website offers a link to this in which members must log in. I presume it may be for parents to check their childrens' grades, but it is not clear. However, lack of confusion in this case is not necessarily a good thing because it means that the website is meager and doesn't go beyond the basic rules and contact information that a school website should provide.
I would love to see the following on this website:
- what kinds of activities each grade level is partaking in
- what resources are available to special needs students
- helpful websites for parents to help their kids with homework
- formal information about the district superintendent
- enrollment statistics
- photographs of students (athletics, concerts, schoolwork, awards, etc.)
- more detailed pictures of the school
- pictures of staff (principal, teachers, etc.) so parents and guests can put a face to the personal webpages and people that they are in contact with.
Reflection #3
What? What is the turning point age range when kids become technologically fluent? Is it during infancy, when one-year-olds like playing with the light switch and radio buttons? Or is it when kids are toddlers and begin to understand that Dad is talking to them through the phone? Or perhaps is it during early childhood, when they start to watch Veggie Tales on TV, master the remote control, and even learn how to draw pictures on Bitmap Images with the mouse? I feel like it's none of those. I think kids don't become truly technologically literate until they're in their pre-teens.
So What? I've been thinking about this lately because I plan to work with middle-schoolers and I want to understand where they are at in this subject area. It seems like kids start to understand and use more complex and essential technologies at and past ten years old. This is important for me to understand because if I don't know where my own students are at, how can I build off of what they already know (or don't know)?
What Now? I hope to figure this question out through observation and research so I can do my best to help my future students use tools that they're already fluent in and learn tools that would spur growth in other areas of their lives. Right now, I have my uneducated guesses - but hopefully as I continue to observe students in the school environment and learn from teachers who have been in this for much longer than I have, I will be better equipped to teach technology and use it in teaching.
So What? I've been thinking about this lately because I plan to work with middle-schoolers and I want to understand where they are at in this subject area. It seems like kids start to understand and use more complex and essential technologies at and past ten years old. This is important for me to understand because if I don't know where my own students are at, how can I build off of what they already know (or don't know)?
What Now? I hope to figure this question out through observation and research so I can do my best to help my future students use tools that they're already fluent in and learn tools that would spur growth in other areas of their lives. Right now, I have my uneducated guesses - but hopefully as I continue to observe students in the school environment and learn from teachers who have been in this for much longer than I have, I will be better equipped to teach technology and use it in teaching.
Reflection #2: Technology in Church
What?
About three months ago, I brought my laptop to Sunday School class to show the students a video clip titled, "The Father's Love Letter". The kids were very curious why I had a computer at church. "Are we going to watch a movie?!" they asked in awe. It seemed a very strange and amazing phenomenon that there was technology that we were actually going to use in Sunday School. I realized that this was the very first time that these kids were about to be taught a lesson in church with the supplement of technology. No other teachers before me had, and no other teachers in other classes were either. Simply having technology grabbed their attention and they were eager to find out what the lesson would be about that day.
About two months ago, I brought the laptop to listen to a chapter out of the Bible on CD. There was hushed silence as the story was told through the speaker. Quietness means something when you have a group of twelve year-olds. The integration of technology was working.
A few weeks ago, we listened to a song via an MP3 recording and then when we practiced the song ourselves, I recorded the students on my phone. We listened to ourselves to hear what still needed improvement.
So What?
Yesterday, I brought a poster collage of photographs from their recent Valentine's Day Outreach. As they looked at the photos and signed their comments on the poster, I realized how important it is to be creative as a teacher and use whatever tools are available. Bringing technology into the classroom and using it for practical and engaging reasons, draws a sense of respect out of students.
Now What?
Realizing how CDs, MP3s, recorders, and cameras have impacted the class environment, I plan to continually use such resources to enrich the students' experiences in class. However, I hope that this sense of respect will not fade away as the integration of technology becomes more routine. I think that spicing it up regularly by mixing the different resources every week will help, yet part of me worries and wonders how long that technology that works for the classroom today will work in the future.
About three months ago, I brought my laptop to Sunday School class to show the students a video clip titled, "The Father's Love Letter". The kids were very curious why I had a computer at church. "Are we going to watch a movie?!" they asked in awe. It seemed a very strange and amazing phenomenon that there was technology that we were actually going to use in Sunday School. I realized that this was the very first time that these kids were about to be taught a lesson in church with the supplement of technology. No other teachers before me had, and no other teachers in other classes were either. Simply having technology grabbed their attention and they were eager to find out what the lesson would be about that day.
About two months ago, I brought the laptop to listen to a chapter out of the Bible on CD. There was hushed silence as the story was told through the speaker. Quietness means something when you have a group of twelve year-olds. The integration of technology was working.
A few weeks ago, we listened to a song via an MP3 recording and then when we practiced the song ourselves, I recorded the students on my phone. We listened to ourselves to hear what still needed improvement.
So What?
Yesterday, I brought a poster collage of photographs from their recent Valentine's Day Outreach. As they looked at the photos and signed their comments on the poster, I realized how important it is to be creative as a teacher and use whatever tools are available. Bringing technology into the classroom and using it for practical and engaging reasons, draws a sense of respect out of students.
Now What?
Realizing how CDs, MP3s, recorders, and cameras have impacted the class environment, I plan to continually use such resources to enrich the students' experiences in class. However, I hope that this sense of respect will not fade away as the integration of technology becomes more routine. I think that spicing it up regularly by mixing the different resources every week will help, yet part of me worries and wonders how long that technology that works for the classroom today will work in the future.
What I learned about SMART Boards
One of the most valuable things that I learned about SMART Boards during our class presentations, was the page recording feature. Indeed, this seems like a terrific tool to use for students who are absent or struggling to keep up with the teacher and rest of the class. In addition to helping such students by emailing the class session to parents, I think this establishes a strong sense of respect in parents. They would see that a teacher is truly commited to their child and will utilize whatever tools available in order to help their child succeed in school.
The questions that I have are not so much from lack of knowledge, but of experience. I am at a point where I am asking myself, "Okay Inna, you have this excellent set of tools in your belt. Now, how do you use them again??" For instance, I am eager to incorporate the SMART Response clickers in a lesson, but it seems that everytime some one has used them thus far, there has always been a key step missing that caused a delay in the class session. Some other questions I have are: Do many classes in local districts really have SMART Boards? Can old-fashioned whiteboards still be as useful in class as these new handy-dandy technological boards? I feel like in some ways they can. For instance, with the SMART Boards, you can't have four students up at one time drawing on the board like you could with simple white boards. I suppose I am a believer in the power of SMART Boards, but I still want to hold onto the old-fashioned way that seemed to work just fine.
The questions that I have are not so much from lack of knowledge, but of experience. I am at a point where I am asking myself, "Okay Inna, you have this excellent set of tools in your belt. Now, how do you use them again??" For instance, I am eager to incorporate the SMART Response clickers in a lesson, but it seems that everytime some one has used them thus far, there has always been a key step missing that caused a delay in the class session. Some other questions I have are: Do many classes in local districts really have SMART Boards? Can old-fashioned whiteboards still be as useful in class as these new handy-dandy technological boards? I feel like in some ways they can. For instance, with the SMART Boards, you can't have four students up at one time drawing on the board like you could with simple white boards. I suppose I am a believer in the power of SMART Boards, but I still want to hold onto the old-fashioned way that seemed to work just fine.
Assignment #2: SMART Board Presentation
Titanic Interactive PowerPoint Presentation: http://exchange.smarttech.com/search.html?sbj=history
During this presentation, I will use:
During this presentation, I will use:
- SMART Board Pens to fill in a chart with student discussion responses.
- True/False Drag and Drop into the Maze Quiz to assess students' knowledge of the lesson.
- Digital Citizenship (#5): Part B: "Exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity." -The students will share as a class what they already know and what they look forward to learning during the upcoming lesson about the Titanic.
- Research & Information Fluency (#3): Part D: "Process data and report results." -With the knowledge they have gained about the Titanic, students must distinguish and understand which fact on the screen is true and which is false.
- Facilitate & Inspire Student Learning & Creativity (#1): Part D: "Model collaborative knowledge construction by engaging in learning with students..." There are two ways that I would model collaboration in learning with the students. Having them come to the board to write what they would like to learn and what they already know, would engage them in the topic of the Titanic. Also, having students come up to the board to drag true/false statements into the maze and correcting their answers would model collaboration because we're working together as a class to learn the history of the Titanic.
- Assessment would be quicker, easier, reliable, and more efficient.
- Student Participation would likely increase.
- Students would more likely be engaged in the lesson (if technology is used properly).
- Students would be actively learning (versus passive) because of Response clickers and periodic assessments that require their participation and critical thinking.
- Students would simultaneously learn about technology by observing the teacher's model and practicing using the SMART Board themselves.
The Tech Savvy Educator
What?
Just three months ago, Ben Rimes posted a blog about SchoolTube on his website http://www.techsavvyed.net/ . I was fascinated by this posting because I was just recently introduced to SchoolTube through our Middle School Culture and Instruction class with Dr. Jacobsen. He shares five reasons why he is satisfied with the website. First, it is not bombarded with ads like many other websites are. Second, uploading time is fairly rapid. Third, its videos can be added to personal homepages. Fourth, the quality of videos are presentable. Finally, SchoolTube has quality content.
So What?
Rimes' rating of SchoolTube matters because it is challenging to find worthwhile websites to plug students into for class projects. Seemingly insignificant things like advertisements and broad ranges of content could make the difference between distracting, inappropriate information and practical, significant information. Sure, a teacher could have his/her students post a video on YouTube, but using SchoolTube would probably be a safer way to go because it is geared towards educational audiences.
What Now?
This inspires me to incorporate SchoolTube into my own classroom someday, and perhaps even into my current Sunday School classroom. In addition to the five reasons that Rimes favors SchoolTube, I'd like to add my own five reasons why SchoolTube is a good resource for teachers.
1. Posting students' progress could motivate them to continue working hard (example: a choir concert).
2. Allowing students to post their own projects inspires creativity.
3. Other teachers and students can draw from one anothers' examples and ideas.
4. This is an effective way to connect students from across the street or across the globe.
5. Posting videos that relate to school empowers students and gives them a healthy place to receive the attention they crave.
Just three months ago, Ben Rimes posted a blog about SchoolTube on his website http://www.techsavvyed.net/ . I was fascinated by this posting because I was just recently introduced to SchoolTube through our Middle School Culture and Instruction class with Dr. Jacobsen. He shares five reasons why he is satisfied with the website. First, it is not bombarded with ads like many other websites are. Second, uploading time is fairly rapid. Third, its videos can be added to personal homepages. Fourth, the quality of videos are presentable. Finally, SchoolTube has quality content.
So What?
Rimes' rating of SchoolTube matters because it is challenging to find worthwhile websites to plug students into for class projects. Seemingly insignificant things like advertisements and broad ranges of content could make the difference between distracting, inappropriate information and practical, significant information. Sure, a teacher could have his/her students post a video on YouTube, but using SchoolTube would probably be a safer way to go because it is geared towards educational audiences.
What Now?
This inspires me to incorporate SchoolTube into my own classroom someday, and perhaps even into my current Sunday School classroom. In addition to the five reasons that Rimes favors SchoolTube, I'd like to add my own five reasons why SchoolTube is a good resource for teachers.
1. Posting students' progress could motivate them to continue working hard (example: a choir concert).
2. Allowing students to post their own projects inspires creativity.
3. Other teachers and students can draw from one anothers' examples and ideas.
4. This is an effective way to connect students from across the street or across the globe.
5. Posting videos that relate to school empowers students and gives them a healthy place to receive the attention they crave.
Generation IM
This article is both inspiring and intimidating! The practical ideas suggested for incorporating technology into classrooms are extremely insightful. They will undoubtedly enrich class curriculums by keeping students both engaged and challenged. Resources like Google Earth give kids an opportunity to see how enormous this world is and realize that they can access places across the globe with the touch of a finger! Inspiring as "Generation IM" is, it is also intimidating because it challenges teachers as well to test the waters of technology. Teachers must know what is available and how to integrate certain resources into their lesson plans in a way that will help students. I am blown away by the realization that our generation is expanding in knowledge of/and resources so rapidly! Children who have not yet entered kindergarten are learning things that Seniors in America have never heard of in their lifetime! It is amazing.
My prayer is that all of these techno-gadgets would truly be used to enrich students and teachers rather than demolish them. Indeed, many of these resources can be used for marvelous purposes, but they can also be used with negative motives that may only hinder moral/academic/psychological/social growth. Perhaps the greatest lesson that this article has taught me, is the fact that teachers have such a powerful influence in whether technology is used in their students' lives for the better or for the worse.
My prayer is that all of these techno-gadgets would truly be used to enrich students and teachers rather than demolish them. Indeed, many of these resources can be used for marvelous purposes, but they can also be used with negative motives that may only hinder moral/academic/psychological/social growth. Perhaps the greatest lesson that this article has taught me, is the fact that teachers have such a powerful influence in whether technology is used in their students' lives for the better or for the worse.
Reflection #1: LINGRO.com : A Fabulous Resource for Every Teacher with Immigrant Students!!
How to Use This Incredible Resource:
1. Choose a language to translate.
2. Type in a website.
2. When the site opens, click a word and it will be translated into the language you selected!
-Weakness: Although Lingro.com is a fabulous way to learn English (or another language) and to help keep immigrant students involved in class assignments, it can also be distracting and time-consuming. If English is completely foreign to an ELL student, this resource will not necessarily guarantee their complete integration into class. One reason that Lingro is time-consuming is because each word must be clicked individually for a translation rather than translating an entire webpage.
-Opportunity: Lingro.com could provide a tremendous opportunity for foreign language teachers. They can provide students with German, Spanish, or French websites that the students must translate using this resource tool. This would help familiarize students with that foreign language. They can also add new words from a website to their own word list and even listen to the audio pronunciation of certain words!
-Threat: Like Wikepedia which may offer unreliable information because anyone can post their own interpretations, Lingro.com allows people to add their own translations. I am not certain what the process of publication is (whether those additions are filtered or edited by a professional), but this may hinder students’ accurate language learning experience.
In general, Lingro.com is an incredible tool that would particularly find practical use in classrooms with English Language Learners. Regardless of the subject and task at hand, this tool may serve as a personal translator and tutor to students and teachers swho could use the extra help!
1. Choose a language to translate.
2. Type in a website.
2. When the site opens, click a word and it will be translated into the language you selected!
SWOT Analysis
-Strength: This resource would be absolutely invaluable for new immigrant students. When the entire class is doing research, they don’t have to be left behind because of language barriers. They can even follow along on the same websites that their teachers and classmates use. This is also a terrific way for them to learn terminology quickly and accurately. I checked how precise the Russian translation feature is and it usually offers not just one word, but several that match the English word which is clicked on!-Weakness: Although Lingro.com is a fabulous way to learn English (or another language) and to help keep immigrant students involved in class assignments, it can also be distracting and time-consuming. If English is completely foreign to an ELL student, this resource will not necessarily guarantee their complete integration into class. One reason that Lingro is time-consuming is because each word must be clicked individually for a translation rather than translating an entire webpage.
-Opportunity: Lingro.com could provide a tremendous opportunity for foreign language teachers. They can provide students with German, Spanish, or French websites that the students must translate using this resource tool. This would help familiarize students with that foreign language. They can also add new words from a website to their own word list and even listen to the audio pronunciation of certain words!
-Threat: Like Wikepedia which may offer unreliable information because anyone can post their own interpretations, Lingro.com allows people to add their own translations. I am not certain what the process of publication is (whether those additions are filtered or edited by a professional), but this may hinder students’ accurate language learning experience.
In general, Lingro.com is an incredible tool that would particularly find practical use in classrooms with English Language Learners. Regardless of the subject and task at hand, this tool may serve as a personal translator and tutor to students and teachers swho could use the extra help!
Teacher NETS #3
"Model Digital-Age Work and Learning"
Collaboration and Communication: these are two specific things that fall under this category and that I will strive to improve on this Semester! Collaboration is absolutely crucial within and without the classroom because it is the best way to constantly innovate grading standards, curriculum ideas, and the list could go on. It is invaluable to draw ideas from both students who are directly impacted by decisions that are made and from parents, administrators, and teachers who make decisions. Communication is important for the same reason. It also builds trust and connection between all of the different categories of people who are involved in this process called Education.
I plan to work on this NET Standard by:
1. Practicing them in my Sunday school classroom through emailing students and parents, designing calendars, letters, slideshows, and other resources to not only enhance my kids' learning experience, but to establish a sense of commitment in the entire community of the church.
2. Familiarizing myself with different tools that are available. These may include media tools, organizational tools, and information resources.
3. Finding out what successful teachers do. The best place to learn how to achieve these "National Educational Technology Standards" is by getting mentorship from a teacher who has aced them!
Collaboration and Communication: these are two specific things that fall under this category and that I will strive to improve on this Semester! Collaboration is absolutely crucial within and without the classroom because it is the best way to constantly innovate grading standards, curriculum ideas, and the list could go on. It is invaluable to draw ideas from both students who are directly impacted by decisions that are made and from parents, administrators, and teachers who make decisions. Communication is important for the same reason. It also builds trust and connection between all of the different categories of people who are involved in this process called Education.
I plan to work on this NET Standard by:
1. Practicing them in my Sunday school classroom through emailing students and parents, designing calendars, letters, slideshows, and other resources to not only enhance my kids' learning experience, but to establish a sense of commitment in the entire community of the church.
2. Familiarizing myself with different tools that are available. These may include media tools, organizational tools, and information resources.
3. Finding out what successful teachers do. The best place to learn how to achieve these "National Educational Technology Standards" is by getting mentorship from a teacher who has aced them!
Student NETS #4
"Critical Thinking" seems to be an extremely popular term used in the field of Education. It is practical and requires deep reflection upon a subject. This NETS for students is vital because it prepares them for adulthood which is full of complex situations and decisions upon which students will have to seriously think about where they stand and what to do.
Two potential assignments that would help my future students acheive this NETS are:
1. Creating their own civilization in groups of 4-6 students. They would be required to create a name for their civilazion, set up a government system, design symbols (i.e. flag), and make cultural artifacts. They would be required to use metacognition (thinking about their thinking) by explaining how a person 1,000 years into the future would understand their "ancient" civilization.
2. Requiring students to regularly keep track of their schedules, progress, and goals by managing their own charts designed through Microsoft Excel spreadsheets. This would train them to make wise decisions and use of their time.
Two potential assignments that would help my future students acheive this NETS are:
1. Creating their own civilization in groups of 4-6 students. They would be required to create a name for their civilazion, set up a government system, design symbols (i.e. flag), and make cultural artifacts. They would be required to use metacognition (thinking about their thinking) by explaining how a person 1,000 years into the future would understand their "ancient" civilization.
2. Requiring students to regularly keep track of their schedules, progress, and goals by managing their own charts designed through Microsoft Excel spreadsheets. This would train them to make wise decisions and use of their time.
Middle School Social Studies Teachers Integration of Technology to Meet 21st Century Challenges
Authors Dr. Elizabeth Langran and Marsha Alibrandi have years of experience working in middle schools, Technological institutes, and in collaboration with teachers. They share the practical strategies that middle school social studies teachers use to integrate technology into their curriculum. Examples of these include using the internet to research primary sources and submit their own viewpoints on the PBS POV website. This makes students feel like they are “contributing to something bigger” than themselves and their classrooms (p.4). Digital tools such as Photo Story 3 are also used to create slideshow movies in order to teach peers about a certain subject. An example of this was students showing photos of themselves as they practice the Bill of Rights throughout a typical day. Making history relevant to students’ lives is key for engaged learning. Interestingly, Langran and Alibrandi observed that the most challenging and most rewarding aspects of teaching often directly correlate with one another.
A big focus is placed on Collaboration and Teamwork in this process of integrating technology into social studies. Students must work together to come up with a great project. The article also made an important point in that simply having technology is not sufficient. Rather, class time is essential for giving kids the opportunity to practice the tools. This in turn requires effort from the teacher. Indeed, many kids may be experts in using technology but they still need help from their teachers in knowing how to use it to for the purpose of learning.
A thought-provoking question that was asked in this article is "Do thes teachers see more content being better learned through the application of these technologies?” (p. 6). The answer from the teachers interviewed was YES. I learned that information literacy skills not only “blend very well” with Social Studies, as one teacher stated (p.6), but they are essential to preparing kids for the globalized world where much of daily communication happens through technology: emails, telephones, and media. I also learned that although allowing students to make videos and powerpoints is fun, it is complex and requires serious planning, effort, and time! Indeed, as the article mentioned, it is not enough for teachers to simply assign creative projects and let their students loose; teachers must thoroughly train students how to properly use various technologies to reach their objectives for learning.
Collaboration, integration of technology, and guidance from a teacher are three things that I would strive to incorporate into my future classroom. I have observed that projects are one of, if not the most memorable and effective ways of teaching lessons. If there is are ways to combine students' interests and talents with learning objectives, why not take advantage of them?
As hard as this task may be, I am reassured that teachers are not in this alone. Those interviewed in this article were candid about the fact that their lessons are not originally designed. Rather, they gather advice and suggestions from library media specialists and fellow teachers. Little by little, the best ideas are compiled to create an excellent curriculum. This has helped me realize that it is absolutely okay, and actually adviseable, to draw resources from other experienced people. After all, we are all in this mission of educating the future generation together!
Source:
Langran, Elizabeth and Marsha Alibrandi. "Middle School Social Studies Teachers Integration of Technology to Meet 21st Century Challenges." Meridian: A Middle School Computer Technologies Journal 11.2 (2008): 10.
Source:
Langran, Elizabeth and Marsha Alibrandi. "Middle School Social Studies Teachers Integration of Technology to Meet 21st Century Challenges." Meridian: A Middle School Computer Technologies Journal 11.2 (2008): 10.
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