I went into this online learning program with 2 expectations. 1) This is going to be a lot of busy work with no practical applications, and 2) I just need to get my 30 PGP points. I was surprisingly about the first point.
Through this course, I have learned to take a real look at myself as an educator when it comes to technology usage. Since I am ahead of the tech game at my school, I thought I was ahead of the game in general. I was very wrong. This couse helped me evaluate the way I use technology in the classroom, understand the importance of that technology, and use practical tools.
One of the best things to come from this class was the Symbaloo project ( http://www.symbaloo.com/mix/educationsites6 ). This pushed me to curate resources and helped me share them with my coworkers. That project opened my eyes to many new resources that were practical tools for my classroom.
I also learned numerous tips from my peers in the class. Their point of view in discussions helped me look at issues in new ways. I really enjoyed looking at how they used specific tech tools with their classes. Requiring me to give feedback to my peers was actually helpful, because it forced me to start a dialogue on topics I didn't even know needed discussion (online citizenship, pitfalls of brick and mortar, etc.)
Overall, I am glad I took this class, and not just for the PGP points! I would recommend this course to any educator who is looking to pursue an expansion in their online learning.
Friday, May 24, 2013
Sunday, May 19, 2013
Social Media in the Classroom
The question has been posed of "Do you think social media can be used effectively in the classroom." My answer is a clear and resounding NO.
If "social media" is referring to Facebook and Twitter, then I believe teachers should completely avoid using it with students. I have heard so many stories of teachers misusing the social media and putting themselves in compromising situations. Even something that was conceived innocently can be morphed into something inappropriate. A teacher should never put his/herself in a position that could be seen as unprofessional.
In my school corporation, it is HIGHLY suggested that a teacher not "friend" or "follow" a student until graduation. Even ending up in pictures with students on Facebook could possibly dock points in our evaluation in "Core Professionalism." I believe there are other ways to incorporate "social media" in a safer way than Facebook and Twitter.
My Big Campus is basically an academic Facebook. However, it keeps the students and teachers in a safer environment. Flesh -tone filters and "flags" allow moderators to keep inappropriate materials off the site. Teachers and students can contact one another, but EVERYTHING can be seen by an outside source, if necessary. This adds another level of accountablity to everyone involved.
I understand that teachers and students can communicate on social media with the best of intentions, but sometimes it just best to keep school life and home life completely separate.
If "social media" is referring to Facebook and Twitter, then I believe teachers should completely avoid using it with students. I have heard so many stories of teachers misusing the social media and putting themselves in compromising situations. Even something that was conceived innocently can be morphed into something inappropriate. A teacher should never put his/herself in a position that could be seen as unprofessional.
In my school corporation, it is HIGHLY suggested that a teacher not "friend" or "follow" a student until graduation. Even ending up in pictures with students on Facebook could possibly dock points in our evaluation in "Core Professionalism." I believe there are other ways to incorporate "social media" in a safer way than Facebook and Twitter.
My Big Campus is basically an academic Facebook. However, it keeps the students and teachers in a safer environment. Flesh -tone filters and "flags" allow moderators to keep inappropriate materials off the site. Teachers and students can contact one another, but EVERYTHING can be seen by an outside source, if necessary. This adds another level of accountablity to everyone involved.
I understand that teachers and students can communicate on social media with the best of intentions, but sometimes it just best to keep school life and home life completely separate.
Thursday, May 9, 2013
Timetoast
The newest resource I have found and would like to use is Timetoast. Timetoast is website where students and teachers can make timelines of events. When your mouse hovers over a dot, the information pops up, so there isn't a cluttered mess of descriptions.
Great Gatsby Time Toast
This is an example of a Timetoast created for The Great Gatsby. Had I known about this site a few weeks ago, it would've been perfect to map the events in Huckleberry Finn. However, I know I will be teaching Slaughterhouse-Five next year. As I have mentioned before, the timeline in that novel is very confusing. The main character get "unstuck" from time and experiences events in a nonlinear fashion. This would be a great site to map out the character's life events, even though they aren't told in order.
Great Gatsby Time Toast
This is an example of a Timetoast created for The Great Gatsby. Had I known about this site a few weeks ago, it would've been perfect to map the events in Huckleberry Finn. However, I know I will be teaching Slaughterhouse-Five next year. As I have mentioned before, the timeline in that novel is very confusing. The main character get "unstuck" from time and experiences events in a nonlinear fashion. This would be a great site to map out the character's life events, even though they aren't told in order.
Monday, May 6, 2013
New Concepts
Through this Online Learning course, I've learned several concepts that will be applicable to my teaching.
1) Stop using excuses: We don't have enough computers. Students don't have internet access. The network is unreliable. STOP. The question is, "What am I going to do about it?" I've learned that just because there are obstacles, doesn't mean that I need to give up on the concept.
2) Technology alone is not motivating: Teachers needs to stop sitting students in front of a computer and pretend they are having so much fun. It must be useful, interesting, and rigorous. Using technology as a novelty is not accomplishing anything. How you use tech as a tool makes all the difference.
3) You can push further: I am one of the most tech-savvy teachers in my school. That doesn't mean I can stop there because I'm further ahead of everyone else. Looking through the tech rubric and the SAMR model has allowed me to realize that I am only mid-way through my education in online learning. I can really push my students to use tech in new ways that was previously an inconceivable task.
Though it is not a concept, I really appreciate learning about new site that are relevant to teaching. I'm creating quite a symbaloo collection, and I am anxious to share it with other teachers in my school/corporation.
1) Stop using excuses: We don't have enough computers. Students don't have internet access. The network is unreliable. STOP. The question is, "What am I going to do about it?" I've learned that just because there are obstacles, doesn't mean that I need to give up on the concept.
2) Technology alone is not motivating: Teachers needs to stop sitting students in front of a computer and pretend they are having so much fun. It must be useful, interesting, and rigorous. Using technology as a novelty is not accomplishing anything. How you use tech as a tool makes all the difference.
3) You can push further: I am one of the most tech-savvy teachers in my school. That doesn't mean I can stop there because I'm further ahead of everyone else. Looking through the tech rubric and the SAMR model has allowed me to realize that I am only mid-way through my education in online learning. I can really push my students to use tech in new ways that was previously an inconceivable task.
Though it is not a concept, I really appreciate learning about new site that are relevant to teaching. I'm creating quite a symbaloo collection, and I am anxious to share it with other teachers in my school/corporation.
Thursday, April 18, 2013
Digital Tool: Prezi.com
Remember when knowing how to use PowerPoint was impressive? It doesn't take long for technology to become dull and overused. Unfortunately, PowerPoint, even with system updates, it become one of those things. However, there is still a real need for a relevant presentation tool that is creative, yet professional. I believe prezi.com is the answer.
Prezi.com is a free service, with the option for paid upgrades. This site allows users to create dynamic and creative presentations. If you are familiar with PowerPoint, it is fairly easy to operate. Prezi does include several tutorial videos on the site for beginners.
One thing that I LOVE about the site is that you can upload PowerPoints you have made over the years, and the site transfers the images and text into the Prezi format. This feature saved me a ton of time when updating my presentations.
The options that Prezi offers allows students to think beyond linear cause and effect or chronological timelines. This proved to be very useful when reading Slaughter House-Five by Kurt Vonnegut. The story line jumps around, sometimes paragraph by paragraph. However, even though the events in the story didn't happen chronologically, they effected the main character's life in different ways. Showing the connections in a regular PowerPoint would being about many issues, as it is limited to a linear presentation. Prezi allows the user to manipulate the placement of slides and lets the user choose the order or "path" in which the slides are presented. Therefore, students were able to create a timeline of events in chronological order, but were able to present the information in the order it was revealed in the novel. The visualization helped clarify one of the admittedly confusing parts of the story.
Here is an example of a student created presentation on Slaughterhouse - Five.
http://prezi.com/wmod67xis1w9/copy-of-slaughterhouse-five-timeline/?kw=view-wmod67xis1w9&rc=ref-38019973
Another great thing about this site is that they offer an upgrade package for free to educators. All you need is a school website and e-mail address as proof.
I really encourage people to look into this as an alternative or supplement to PowerPoint. It's free, readily available, visually striking, and easy to use.
Prezi.com is a free service, with the option for paid upgrades. This site allows users to create dynamic and creative presentations. If you are familiar with PowerPoint, it is fairly easy to operate. Prezi does include several tutorial videos on the site for beginners.
One thing that I LOVE about the site is that you can upload PowerPoints you have made over the years, and the site transfers the images and text into the Prezi format. This feature saved me a ton of time when updating my presentations.
The options that Prezi offers allows students to think beyond linear cause and effect or chronological timelines. This proved to be very useful when reading Slaughter House-Five by Kurt Vonnegut. The story line jumps around, sometimes paragraph by paragraph. However, even though the events in the story didn't happen chronologically, they effected the main character's life in different ways. Showing the connections in a regular PowerPoint would being about many issues, as it is limited to a linear presentation. Prezi allows the user to manipulate the placement of slides and lets the user choose the order or "path" in which the slides are presented. Therefore, students were able to create a timeline of events in chronological order, but were able to present the information in the order it was revealed in the novel. The visualization helped clarify one of the admittedly confusing parts of the story.
Here is an example of a student created presentation on Slaughterhouse - Five.
http://prezi.com/wmod67xis1w9/copy-of-slaughterhouse-five-timeline/?kw=view-wmod67xis1w9&rc=ref-38019973
Another great thing about this site is that they offer an upgrade package for free to educators. All you need is a school website and e-mail address as proof.
I really encourage people to look into this as an alternative or supplement to PowerPoint. It's free, readily available, visually striking, and easy to use.
Friday, April 12, 2013
Technology Integration Matrix
We are currently looking at the Technology Integration Matrix in my online learning class. The matrix is a little overwhelming to look at, at first. The hardest thing is to figure out is the differences between each box of the matrix. The terminology only slightly varied in each group. If you are interested in seeing where you belong on the Technology Integration Matrix, go to the following website:
http://fcit.usf.edu/matrix/matrix.php
After clicking through descriptions and watching sample lesson plans, I would rate myself as "collaborative-adoptive." Honestly, this surprises me because I always thought I was a teacher who used technology creatively; however, after really looking at the definitions, I think I stopped growing on the matrix a couple years ago.
(see website for full matrix)
"Collaborative - Adoptive" is characterized by using tools collaboratively, but in a conventional way. I choose which tools the students use (such as e-mail, PowerPoint, etc), and they have a limited access to even that. Some of this is due to my students' lack of access to technology at school and at home, but some of it can certainly be put on my lack of pushing. I believe I stopped growing in the matrix because I was using technology more than most teachers at my school, and I didn't feel compelled to try past that. Looking at the possibilites that techology provides has made me realize that I can't stop moving forward, just because other people have.
By the end of the year, I think it is reasonable for me to reach the "Collaborative - Adaptive" box of the matrix. There isn't a huge difference between this and where I'm at now. The main difference is the addition of student independence. "Collaborative - Adaptive" allows student choice in some things. The teacher still selects the tools, but students choose how to use them and can use them independently.
I plan on getting to this next stage by using "My Big Campus." I've mentioned this site a couple times, but it allows my students to collaborate with each other, give and receive feedback, and turn in assignments. I've just started using this site, so I'm having a bit of trial and error, but I am already seeing the independence the students can have that comes inherently with the site. I am providing the tool, but they are choosing how to use it. I plan on using this site, not as a novelty, but as an actual instrument for creative and independent learning. I need to improve my lessons by making them student driven, rather than the traditional quiz or writing assignment to submit. I am looking in to having my students create "bundles" on the site. Bundles are groups of pictures, websites, videos, etc. that my students can put together in one place. Other students, even other schools, can access these student created bundles. Utilizing this tool will be my first big step towards this new direction.
Using the Technology Integration Matrix is helpful in giving one an honest look at where they fall in using technology in the classroom. It can not only show you where you are, but also show you where you can be with some work.
Thursday, April 4, 2013
Is "Brick & Mortar" Relevant?
As an English teacher, I am always reminding my students to think about his or her audience. Who are you trying to reach? What impact do you want to make on this group? It is important that I consider my audience while I am teaching, as well. How can I best reach this classroom full of teenagers?
As I dive into the terminology of blended and online education, a phrase that is often repeated is "brick and mortar." "Brick and mortar" refers to the traditional classroom setting, where students and teachers convene in an actual building for education. This has been the venue of public education for centuries. The question is now whether or not the traditional classroom setting, or brick or mortar setting, is the most productive and the most beneficial setting for both students and teachers. Will barriers be raised or broken with this move to blended learning?
One of the most obvious advantages to the brick and mortar setting is that synchronous learning happens on a daily basis. Students and teachers are in the same place at the same time to give and receive information. This allows for students to ask questions right away, teachers can receive feedback, and communication is instant. However, there are barriers that are inherent in this type of learning.
1) What if a student is absent?
2) What about students who need extended time to respond?
3) How do you keep your lessons current and relevant?
Fortunately, online learning can help break those barriers down. Online learning allows education become asynchronous, as well. This means that students and teachers can communicate with each other over an elapsed period of time. This can be done with blog (I am completing an assignment now!), discussion forums, or other assignment platforms.
If a student is absent, he or she can complete his or her assignment at home or, at the very least, all the information is in one place for students to access. All educators should know that students work at different paces. Asynchronous allows students to work at their own pace, making it ideal differentiation for each student.
Finally, the easiest way to stay relevant in your teaching style is though technology. It's no secret that portable devices such as cell phones can be a distraction. However, these devices can also be harnessed to our advantage. Children of the internet age are born with iPhones in their hands. What better way to reach these students than by communicating with them in this fashion? Textbooks, curriculum, and programs are constantly being revised to stay relevant in our society - why aren't all teachers holding their methods to the same standard of relevance?
I am piloting a program called "My Big Campus," this year for my school. I describe it to my students as an academic Facebook. They can create profiles, chat, post pictures, comment on posts, and most importantly, complete assignments. Working through this program has let me see first hand how those three barriers are broken with online learning. While we work in same computer lab, they are working on their own pace and communicating with each other. Most students are already computer literate, so computer "training" takes very little classroom time. So far, My Big Campus has a success in my class because those three primary barriers were broken.
Online and blended learning is not perfect. If fact, it can raise some barriers, as well. While computers contain a wealth of knowledge, students can easily become distracted. Keeping students on task becomes a classroom management exercise. Technology is sometimes unreliable. The internet might be down, papers may not be saved properly, etc. Access to technology is one of the biggest issues at my school. I can do so many new and interesting lessons online, IF the computer lab is open. Only about 50%-60% of students have computer access at home, so actually getting students on a computer becomes a problem.
That being said, I believe, with online learning, the pros outweigh the cons. There will always be barriers in the classroom, but if education is to move forward, teachers can not be daunted by them. In the future, brick and mortar classrooms might be transitioned out of education. If so, we are doing our students and ourselves a great service by being pioneers in online learning.
As I dive into the terminology of blended and online education, a phrase that is often repeated is "brick and mortar." "Brick and mortar" refers to the traditional classroom setting, where students and teachers convene in an actual building for education. This has been the venue of public education for centuries. The question is now whether or not the traditional classroom setting, or brick or mortar setting, is the most productive and the most beneficial setting for both students and teachers. Will barriers be raised or broken with this move to blended learning?
One of the most obvious advantages to the brick and mortar setting is that synchronous learning happens on a daily basis. Students and teachers are in the same place at the same time to give and receive information. This allows for students to ask questions right away, teachers can receive feedback, and communication is instant. However, there are barriers that are inherent in this type of learning.
1) What if a student is absent?
2) What about students who need extended time to respond?
3) How do you keep your lessons current and relevant?
Fortunately, online learning can help break those barriers down. Online learning allows education become asynchronous, as well. This means that students and teachers can communicate with each other over an elapsed period of time. This can be done with blog (I am completing an assignment now!), discussion forums, or other assignment platforms.
If a student is absent, he or she can complete his or her assignment at home or, at the very least, all the information is in one place for students to access. All educators should know that students work at different paces. Asynchronous allows students to work at their own pace, making it ideal differentiation for each student.
Finally, the easiest way to stay relevant in your teaching style is though technology. It's no secret that portable devices such as cell phones can be a distraction. However, these devices can also be harnessed to our advantage. Children of the internet age are born with iPhones in their hands. What better way to reach these students than by communicating with them in this fashion? Textbooks, curriculum, and programs are constantly being revised to stay relevant in our society - why aren't all teachers holding their methods to the same standard of relevance?
I am piloting a program called "My Big Campus," this year for my school. I describe it to my students as an academic Facebook. They can create profiles, chat, post pictures, comment on posts, and most importantly, complete assignments. Working through this program has let me see first hand how those three barriers are broken with online learning. While we work in same computer lab, they are working on their own pace and communicating with each other. Most students are already computer literate, so computer "training" takes very little classroom time. So far, My Big Campus has a success in my class because those three primary barriers were broken.
Online and blended learning is not perfect. If fact, it can raise some barriers, as well. While computers contain a wealth of knowledge, students can easily become distracted. Keeping students on task becomes a classroom management exercise. Technology is sometimes unreliable. The internet might be down, papers may not be saved properly, etc. Access to technology is one of the biggest issues at my school. I can do so many new and interesting lessons online, IF the computer lab is open. Only about 50%-60% of students have computer access at home, so actually getting students on a computer becomes a problem.
That being said, I believe, with online learning, the pros outweigh the cons. There will always be barriers in the classroom, but if education is to move forward, teachers can not be daunted by them. In the future, brick and mortar classrooms might be transitioned out of education. If so, we are doing our students and ourselves a great service by being pioneers in online learning.
Subscribe to:
Posts (Atom)