Digital Post J

In the first section called "Evaluating Teachers", they tell you how the evaluation for teachers are done. Once you become a teacher, there is many ways that they get evaluated such as taking competency test or doing field observations. But besides those, they can also get evaluated by how they perform inside their classroom. Someone might come in and observe a teacher to see how and what they're doing. They're making sure you have the correct structure, you're following standards and that you have lesson plans. But just as a teacher gets evaluated, students do as well by their teachers. Students can get evaluated by their homework, journals, group projects and even self assessments.

The next section is called "Online Surveys for Preassessment". Preassessments are assessments done before introducing a new topic or lesson. Some example of assessments may be asking questions about the new topic you will teach or having them write a prompt or even doing a survey. Online surveys is an easy and fast way to get students involved, as a class, using their hand held devices. It also makes them feel more open to answering questions because their names or numbers don't pop up when they answer. For example, if you wanted to use an online survey, Kahoot is a start! You create your own survery with your own questions and you can also add pictures if you'd like! As a teacher, you can also go back and look at the results from your students so you can see where they're at on that topic.

Credit to ClkerFreeVectorImages on Pixabay

The last section is "Reason for Teaching with Clickers". I remember back in middle school, we had clickers and I loved using them as a student. Another way to take a quiz or a test in a more "tech savy" way would be using clickers. Each student has their own clicker that's numbered. The questions are on the board and when you have your answer, you click the button that matches your answer on your clicker and it shows on the board that you answered it. So then now you wait until your whole class is finished. Once done, you will see a bar graph of how many students answered certains answers and who was correct. This is also another great way to get students involved without feeling that students will know if they got the answer correct or wrong. It also engages active learning, student involvement, real-time feedback and question-driven instruction.

Resources:

• Maloy, Robert, Verock-O’Loughlin,Ruth-Ellen, Edwards, Sharon A., and Woolf, Beverly Park (2013). Transforming Learning with New Technologies. 2nd Edition. Boston, MA: Pearson Education, Inc.

Digitial Blog Post K

In chapter 4, the first section I tumbled upon was 'Technology Integration Stages and Issues'. In order to integrate technology the "correct way", you have to have experience. It's not something you go to school for and get a degree in. For teachers to make lessons and activities "fun", they have to know what they're doing and exactly how to integrate technology to liven it up. If a teacher uses technology, they might be defined as someone who makes informed choices, explores technology or promotes change. Technology isn't something to easily get use to if you have always taught without it before. But technology in classrooms is used in a lot of schools so I think we all should get on board with it.

The next section is called "Stages of Technology Integration". One of the first steps to integrate technology in a classroom, you as the teacher, have to know where you stand in one of these five stages: Entry which is when teachers are beginning to learn technology. Adoption which is when teachers have already blended some tech in their classrooms. Adaptation which is when teachers are fully adapting tech in their classrooms. Appropriation is when teachers are using tech inside the classroom, as well as outside the classroom. And lastly, invention is when teachers start experimenting with new tech inside and outside the classroom and start emerging tech into personal professional skills and practices. So once you have chosen where you are at as a teacher, the goal is to eventually get to the invention stage. Integrating technology in classroom is shown to prove that students improve problem-solving and collaboration skills along with many other skills.

Credit to geralt on Pixabay

The last section is "Technology Integration Issues". While we introduce something new to students, such as technology, we will always some has issues we have to work around. To start off, if you chose to integrate technology, it's best to have the support of your administrators and many resources! If a teacher is used to a 'teacher-centered' classroom, it may be difficult to get them to let the computer teach or help them teach lessons. As well as having them integrate technology at all in the classroom. Another problem I personally see in my Kindergarten classroom is students try to rush and finish work without effort to get on a computer and iPad and that can and it is an issue. If a student rushes work and it's easily noticed, I will send them back to their seat to finish it correctly and for that day, they won't be able to get onto a computer or an iPad. I know technology is very helpful to students as they learn, but students also have to realize that we can not always rely or "play" with technology. That is definitely another issue as well as teachers integrate technology into their classrooms.

Resources:

• Maloy, Robert, Verock-O’Loughlin,Ruth-Ellen, Edwards, Sharon A., and Woolf, Beverly Park (2013). Transforming Learning with New Technologies. 2nd Edition. Boston, MA: Pearson Education, Inc.

Digital Post I

In chapter 6, I read the section called 'Webquest and Virtual Field Trips'. In this small section, they mention how to get students into learning in a different approach. One way to do that would be creating a Webquest. A webquest is an online "lesson" where your teacher creates a lesson and you have to complete it via internet. Since we did one for this class, it was much easier to understand the process behind it. In the end, I can see how it can helps students who don't like the paper form of work and turn it into a project that's much more interactive. Webquests are meant to be meaningful and also useful the same way it would be in a classroom if you did it by the book and with worksheets. Personally, a webquest would be more effiecent in a higher level classroom. 

Credit to DariszSankowski at Pixabay

The following section "videoconferencing" is similar to a "virtual field trip". Videoconferencing is when a group of students, or even a classroom, video chat with another classroom in a different location. By doing this, it can help students get involved with different students in the same age group. It can also help the teachers interact and give feedback on what they're doing in the classroom. For example, my school has a dual language program and K-1 have half a day in English and the other half in Spanish. Last week we had a video conference with another classroom in Palm Beach and the experience is amazing. It's an eye opener and also very nice to have that interaction with teachers and students who are also doing the same content we are. 

The last section 'Educational Websites as Teaching Resources' mentions lots of helpful websites. For example, they list "lesson plan" websites to help a teacher makes lesson plans and they also mention "skills/practice" websites. In my classroom, we use "skills/practice" websites to help with centers. An example of a "skills/practice" website would be www.abcya.com. While the teacher and I meet in small groups, students alternate in centers and going on this website on the computer is one of them. But there is many websites besides the one I mentioned that could be used in a classroom. There is many other websites that can also help with exploration and discovery and with science/math work as well. 

Resources:

• Maloy, Robert, Verock-O’Loughlin,Ruth-Ellen, Edwards, Sharon A., and Woolf, Beverly Park (2013). Transforming Learning with New Technologies. 2nd Edition. Boston, MA: Pearson Education, Inc.
• Cruz, Danielle. November 4, 2015. Untitled Banner. Piktochart.com

Digital Post #H

In chapter 9, the first section was "Mulitmedia Technologies in Classrooms Today". In this section, it goes on to prove that teaching in a 'multimodal learning' environment is more effective than teaching in a 'single-mode' environment. Multimodal learning is when you teach a lesson, but incorporate technology; not just by showing a video clip, but showing a short clip, but then recording students reciting a skit. While in a single-mode environment, it's teaching by just having a teacher talking. No video clips or pictures. I personally learn more having examples in a picture or video format, then just having to sit in a classroom where a teacher lectures. But it is also shown that students learn and interact more when teachers include such technology. 

The section "Digital Skills" caught my attention as well. They mention different ways we can include digital tools in our classroom, like a camera or video camera. A fun, interactive way could be to make an "alphabet book", and until now, I had never heard of it, which is why it interested me. Students can draw, take pictures, and write in the book to show what they understand about the letter assigned to them. It also helps with their writing, their understanding of the letter, for example, the sounds it makes and the different ways a letter can look. Another thing that was mentioned was a "concept book", which is somewhat similiar to an "alphabet book", but in a concept book, you can do shapes, colors, objects, patterns or even continents. And to include technology, kids can record themselves explaing their topic or take pictures and place it onto a document and make a book out of it. No matter which book you may decide to do, it's a fun way to interact with your in students in a different way. 

Credit to geralt on Pixabay

The last section was "Photo Taking and Movie Making by Students". Using digital cameras to involve students is a smart idea, at least in my opinion. Students can take their own pictures and talk about them. Or they can shoot their own video and edit it on their own. It gets their creativity mind going and I'm sure they would love it. It's something different and new to them and it's technology! If teachers include technology more and give students a chance to do it themselves, students become more interested in what you're saying and teaching. If you give students a chance to take their own pictures and edit and view them, you also get a chance to see what they know. Technology plays an enormous part of a students life and including it in lessons will work in your favor as well.

Resources:

Maloy, Robert, Verock-O’Loughlin,Ruth-Ellen, Edwards, Sharon A., and Woolf, Beverly Park (2013). Transforming Learning with New Technologies. 2nd Edition. Boston, MA: Pearson Education, Inc.

Digital Post F

In this chapter, the first section that caught my attention was 'Using Electronic Communication in Your Teaching'. I completely agree with them stating that it would help students if teachers used blogs to interact with students. I would personally use it in a higher level class, like a 9th through 12th grade classroom - maybe 7th or 8th grade classroom too. Some students learn different ways and teaching doesn't have to end once the bell rings. I think if we did use blogs to communicate with students once school is over, it gives students more of a connection with the teacher and the students can go back and look back at the lesson in case they didn't understand or if they missed a day of school. Or ask a question if they are confused about something. I'm all for using blogs to help students learn better!

Credit to geralt on Pixabay

The next section I read that really got my attention was the section called 'Building Learning Communities'. This section is similiar to the one I just spoke about, but it goes on explaining that students want to express opinions and make sure that they're heard, so making a blog for students and teachers to comment on, seems to be a great idea! And blogs don't have to be for just high school classrooms, it can also be used in the younger classrooms. You can state "I wonder questions" which are questions that get kids thinking and they can ask peers or their family to help them answer and that gets a collaborative conversation going.

The last section is 'Wikis as a Collaborative Learning Strategy'. Wikis are more of a collaborative project that could be more useful in a higher level classroom. For example, if I were a teacher giving an assignment to a group of students, I would use a Wiki for the assignment vs a blog. And I would do this because in a Wiki, the whole group can edit and comment on each page and in a blog, you can not. There are many different Wikis and the purposes for them are very useful in school. You can work together with your group without being face to face. In my opinion, Wikis are more meaningful than a blog only because you can work with your peers on the same project to get it done. 

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Resources: 

• Maloy, Robert, Verock-O’Loughlin,Ruth-Ellen, Edwards, Sharon A., and Woolf, Beverly Park (2013). Transforming Learning with New Technologies. 2nd Edition. Boston, MA: Pearson Education, Inc.

Digitial Blog Post E

In Chapter 7, the first section that caught my attention was the section called 'Building, Inventing and Creating Software'. Kids can create software themselves - I know, I didn't know that either. Using manipulative tools like blocks, legos or balls, they can learn all the different type of structures or how many ways a ball can be thrown. One of the tools they can use is called Kidpix. I checked out the website myself and I loved what I saw. I could use this if I was in a third or maybe even second grade classroom. In the website, you can make your own little story and that itself, has endless ideas! Kids could also voice record themselves to tell their own story. Another tool that they could use would be Google Earth. Using Google Earth is a cool way to see the world from your computer screen, but it's also a good way to help teach Science or Social Studies. All the ways of learning are endless especially with technology! 

Credit to stevebp on Pixabay

The following section I read was 'Computer Games as Learning Resources'. All games don't have to be violence and use explict language. Games can be used to help kids learn and now a days, it is. In our classroom, computers is a "center" and it's one of the students favorites. They get to enjoy a fun way of learning their ABC's or numbers. Every game has a concept and its to let kids have fun, but also, learn at the same time. 

The last section was 'Strategies for Using Games with Your Students'. For example, we have iPads on a 1 to 1 basis in my classroom for the students to use. But, all the apps are downloaded and have been tested and used by adults to make sure they are kid friendly. So I wouldn't let a student, go grab and iPad and let them download games themselves. We have to closely monitor the game and what they're doing, and also, explain to them how it works and explore it with them. I've done this when the iPads were brought to my class and it worked perfect! Students know where not to go and if it's locked, they know they can't get into it. It's a matter of teaching your kids to make sure they understand what will happen in the game and what they will learn and most importantly, how it can be fun!

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Resources

• Maloy, Robert, Verock-O’Loughlin,Ruth-Ellen, Edwards, Sharon A., and Woolf, Beverly Park (2013). Transforming Learning with New Technologies. 2nd Edition. Boston, MA: Pearson Education, Inc.

Digital Blog Post #D

Credit to Simon on Pixabay

In this chapter, Chapter 5, the first section that I came across that caught my attention was the section is called 'Search Engines and How They Work'. It goes to show how much time has changed since I was in elementary school to now, while I'm in college. When I had to research subjects, they wouldn't show us how to use Google or Yahoo!, I was taught on how to use an encylopedia. Now a days, I'm sure if you were to ask an elementary student, they probably wouldn't know what I was talking about or if they did, they would probably only know the internet version versus the book version. But I will say using the internet to research or even ask a simple question like how to spell a certain word, is much faster and easier. The internet is at your fingertips at the comfort of your own home compared to having to travel to a library and find exactly what you're looking for. The internet does it right for you and it doesn't get any easier than that! 

The next section I read was 'Strategies for Conducting Effective Searches with Students'. They mention if someone researches a question, for example, if they ask, "why do vocanoes form near oceans?", on Google, the internet can't differentiate who asked it - a student or an adult. So when you ask a question as simple as that, tons of websites pop up that might be related to the topic your researching. So a way to make it more efficient for teachers, creaters are trying to create a search engine that will minimize the websites and only give approiate websites for the approiate audience. I think that if this does happen, it would make it much better for teachers or even us, college students, so we don't have to go through so many websites to find the right information that we need. 

The last section I read that caught my attention was the section called 'Evaluating Online Information'. A lot of the information you read online could be opinions from someone else, or it could actually be facts. You have to be very careful what you read and which website you get it from. In this section, it talks about misinformation, malinformation, messed-up information, and mostly useless information. Some of the data could be out of date or incomplete in a way. So while doing a research project or just typing a question in Google, you have to make sure your resources are reliable before you can move on. 

Resources

• Maloy, Robert, Verock-O’Loughlin,Ruth-Ellen, Edwards, Sharon A., and Woolf, Beverly Park (2013). Transforming Learning with New Technologies. 2nd Edition. Boston, MA: Pearson Education, Inc.