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stacey perkins

Voicethread in the classroom - 10 views

njea.org/...voicethread

web2.0 Technology classroom differentiation

shared by stacey perkins on 18 Sep 14 - No Cached
  • collaborative projects
    • stacey perkins
      stacey perkins on 18 Sep 14
       
      Voicethread works as an asynchronous discussion board, so students could work collaboratively in different class periods or locations.
    • Elizabeth Rodriguez
      Elizabeth Rodriguez on 18 Sep 14
       
      Stacey, I've not heard about Voicethread but I am excited to look into it and come back and comment more in depth on this web 2.0 tool. It's amazing just how much technology is out there for use in the classroom! I love it because I am always looking for innovative technology tools for our faculty to use in their courses!!
    • Gena Jean
      Gena Jean on 20 Sep 14
       
      This app was new to me as well, but I could definitely see where it could boost communication among students. As a design instructor I could definitely see how it could be used by students to help them in sharing their work and providing constructive criticism to one another's works.
    • Karla Fabiola Garcia
      Karla Fabiola Garcia on 20 Sep 14
       
      This tool is also new to me. I love what I have read so far and the different ways it can be incorporated into the classroom. I am defenitily sharing this with my colleagues and brainstorming on diffrent ways we can incorporate, as some of us don't have many computers in our classroom.
    • Maricela Gonzalez
      Maricela Gonzalez on 30 Sep 14
       
      My initial response to Stacey Perkins Article Post- As was stated in your link, it makes sense that "text alone can't deliver the subtlety and expression required for meaningful connections (http://njea.org/news-and-publications/njea-review/march-2011/voicethread)." Students need a place to be able to communicate and learn from each other. Not just via text, or typing forums- but also through real life asynchronous discussion boards. This allows students the ability to work together and collaborate to come up with some real solutions to problems. What I noticed about this particular medium, was that as an educator I would have the ability to use a webcam, and reach all types of students in that manner. It appears to be a good way for students to learn from each other, and really get into the lessons that are being taught.
    • Maricela Gonzalez
      Maricela Gonzalez on 30 Sep 14
       
      My 2nd reply- @Gena Jean- I agree with you that this application can help students communicate and thus collaborate with each other- in efforts to gain knowledge. It is important in today's world that our students are as tech savvy as possible, and so the incorporation of asynchronous technology such as this has so much value in today's educational realm. The students of today are living within the technology revolution. They grew up with smart phones, and my daughter who is only 1 year old…screams when I take away my phone because she in some way understands apps like "Candy Crush." She literally knows what to do to manipulate and thus communicate with the technology. It's truly amazing in that same regard, how Voice Thread can help even the shyest students come out of their shells. As educators we need to speak our students language and that is making sure that we learn as many technology driven programs as possible- such as Voice Thread and so on.
    • Pedro Rodriguez
      Pedro Rodriguez on 04 Dec 14
       
      @stacey perkins I have heard of voice thread but have not seen its potential in the classroom. I am glad you shared it with us. I a begin to start integrating discussion into lessons, I can see how voicethread is a good tool for students. This tool changes things up a bit, instead writing, one can record their voice. I also like the integration to LMSs.
  • You can look at examples of how other educators are using VoiceThread on its digital library or browse Ideas for using VoiceThread, a collection of 143 examples from the library
    • stacey perkins
      stacey perkins on 18 Sep 14
       
      If you aren't sure how you might incorporate Voicethread into your classroom/curriculum, check out how these teachers are using it.
    • sharonmahabir
      sharonmahabir on 24 Sep 14
       
      Thank you for the link. I have never used Voicethread in my classroom. I wanted to implement a new technology this year and I think Voicethread is a great tool that my PreK students will be able to use. I particularly liked the Brown Bear example. We do a Brown Bear unit at the beginning of the year and this would be a great way for students to represent their learning.
    • stacey perkins
      stacey perkins on 27 Sep 14
       
      Sharon, I have taught in the elementary grades for years, and have struggled to find tech tools that were user-friendly to my students. Their frustration threshold is low! But I think Voicethread would require minimal training.
    • Maricela Gonzalez
      Maricela Gonzalez on 30 Sep 14
       
      My 1st reply- @ Elizabeth Rodriguez- just like you I had never heard of Voice Thread. I think that it is definitely something that I can use in my classroom. Right now I'm really trying to use as much technology within my curriculum, but I really need to figure out which Web 2.0 technology is going to be the most effective for the amount of time that I have with my students. I will need to research a little more about this particular software, and I hope that I can find some online You Tube tutorials to help me figure out an easier way to use this platform.
    • Pedro Rodriguez
      Pedro Rodriguez on 04 Dec 14
       
      Wow, there are many examples one can use. I know sometimes the hardest part of web tools is learning how to integrate them into the curriculum. I can see the examples are also grouped together by subject. Best part is that educators can contribute to the examples.
  • Examples of classroom VoiceThreads
    • stacey perkins
      stacey perkins on 18 Sep 14
       
      Examples of some finished products...
  • ...3 more annotations...
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  • A single educator license is free and class and district memberships are reasonable
    • Pedro Rodriguez
      Pedro Rodriguez on 04 Dec 14
       
      Trying out the product at no cost is a great idea. By creating voicethreads, you can showcase your work and it becomes easier for the school of school district to see how it works. This can convince administration to purchase voicethread for the whole school or district.
  • rather than using text to talk about text (which doesn't jive when you're teaching art history)
    • stacey perkins
      stacey perkins on 18 Sep 14
       
      Since virtually all of my students are struggling readers (I'm a dyslexia teacher), I think they would be more engaged with--and more willing to respond to--pictures or videos than a written prompt.
  • stacey perkins on 18 Sep 14
     
    How could Voicethread be used in the classroom to differentiate instruction?
  • ...1 more comment...
  • Elizabeth Rodriguez on 21 Sep 14
     
    VoiceThread seems to be a great tool to have students interact with each other. I have found in my own experience that sometimes students have a difficult time sharing in person, in front of a classroom. VoiceThread would give students the ability to share their thoughts with the classroom on different assignments. I think its a great collaboration tool!! I would not hesitate to use it in my classroom!
  • mariavictoria1 on 18 Oct 14
     
    Hi Stacey! I have never heard of Voicethread but after reading the article you shared it seems like a very intriguing tool to use. What I loved the most about Voicethread is that it allows those with hearing impairments to collaborate through webcam commenting by using sign language. Thank you for sharing.
  • robertogarcia24 on 07 Dec 14
     
    It's very nice to hear about the voice threads. I've never actually used them before, but I've seen students present information using them. It looks like something I'll be looking into for my future classes. Thank you so much for sharing.
bradlampton

If you can Google it, why teach it? | eSchool News | eSchool News - 3 views

www.eschoolnews.com/...google-why-teach-581

shared by bradlampton on 18 Jul 15 - No Cached
Gladys Suarez and myraguz liked it
  • bradlampton on 18 Jul 15
     
    Are any of us better than Google as an instructor? Is there anything value-added vis-à-vis your classroom teaching? Might one contribute a unique understanding, or presentation, of content? Is offering a professional, high-quality, filtering of fluff and misinformation your unique contribution? Or, is there high-quality feedback that deepens and furthers learning - something arguably Google still does not do?
  • ...2 more comments...
  • asuarez1 on 19 Jul 15
     
    I think that there is definitely a need for an instructor and many of them. With the amazing collaborative tools we have, the ability to bring experts and amazing examples into the classroom (even virtual classes) is endless. The trick here is to teach the students how to use what they Google and how to use it safely. Application is the key. Googling something does not mean you get quality information. We still need the experts to create and curate the information. Many of the students would not push themselves to learn what they are taught in a classroom. Who would conjugate the verbs and use them appropriately in a story? Although the methods of teaching have changed, the material is vast and still needs to reach the students. Google does not do that!
  • myraguz on 19 Jul 15
     
    We might not be better than google as instructors that know it all and students can just ask any question and we can immediately provide it, but we are better instructors than google because we can teach the students how to use google in different ways of teaching. All students learn differently and some students need an actual person to guide them step by step and repeat if needed. As instructors we can use hands on teaching something that google can not do. A high quality feedback is and will always be best provided by an actual person rather than a machine or web tool.
  • summerloeffler on 19 Jul 15
     
    That's so true... and I remember struggling when I wanted to ask a live person (not necessarily a teacher) about how to do certain things, and they would often reply: "Google It!" Even though they know the answer or can instruct me, they just don't. I'm not sure if it's confidence (feeling maybe the internet has better answers) or just being lazy or not in the mood to explain. That's sad because we become less and less dependent on eachother for building our skills and find our answers on the web. I agree with @bradlampton about human teachers providing "high-quality feedback that deepends and furthers learning" and I want to add... I personally think that students, especially the younger ones, would become motivated to learn if it was a human (part of the psychological development, connection-trust-attraction). Yeah?
  • juanrubenromero on 20 Jul 15
     
    Google is a tool that instructors can use, so I don't think that Google will ever be better than an instructor. Like Myra says in her comment, we may not have all the information that Google can search but as educators we need to be able to teach our students how to access that information and filter out reliable sources. I know that I have had classroom discussions in my science classes and when a student asks me something that I don't know or am not sure of, we Google It. I project my screen and I model how I use the search engine and search for a reliable source. I think its important for them to see the process because a lot of the times they don't know how to correctly research. When students ask me several times the same question that has been covered in lecture, labs, practice, and instructions, I tell them to Google It. I do this with information that has already been covered, to help them learn how to use the resources available to them. I always come back to check if they found their answer. Google is a tool, and just like any other tool, as instructors, it is our duty to provide students with the knowledge to correctly use these tools.
Lucretia Human

5 Tips to Help Teachers Who Struggle with Technology | Edutopia - 17 views

www.edutopia.org/...ling-with-technology-josh-work

technology classroom struggle teachers

shared by Lucretia Human on 09 Jun 14 - No Cached
    • Lucretia Human
      Lucretia Human on 09 Jun 14
       
      As the gap formed by the use of technology and those resistant to its use widens, so does the feelings of separation, loneliness, frustration and sometimes superiority among faculty. What has been your experience dealing with faculty, who has undergone these types of emotions when confronted with the use of technology in the classroom?
    • hillaryparrish
      hillaryparrish on 10 Jun 14
       
      First, I will say I am the Business teacher, so I have no responsibilities to any teachers in my district regarding technology. Second, I will say that I love helping people, so if I know how to help someone, I will! My perception on this is going to be really skewed. I will give you some background, and I will try to keep it short. In Oct. 2012, our entire server for the entire school crashed. It had not been backed up since May 2012. Many people lost everything; many people lost a lot of things. It was bad. The IT Coordinator (we only have one) for our district pretty much did nothing all of the 2012-2013 school year. They fired him in July 2013. In August 2013 (one week before school started), my classroom was in shambles (the high school computer lab) as a result of a remodel and they hired a new IT Coordinator. 2013-2014 has been better. However, we still have multiple teachers without teacher computers or student computers in their classrooms. That is the short story. So, teachers come to me with all types of emotions. Although I have nothing to do with IT, I am the computer teacher. Until December 2013, our internet worked about 60% of the time. Frustration about technology was an understatement. No one wants to learn new technology, they just want to be able to take roll. It is getting better though. If I were to imagine what it would be like if everything would have been normal with bumps in the road rather than catastrophes over the last two years, this is what I would say. Mr./Mrs./Miss Teacher, I would be glad to come in early or stay late to work with you to help you with that new technology that you would like to learn. Or, if I were in charge of instructional technology, I would like to have built in times to do PD. There is a larger, neighboring district that has students go in one hour late once a week so teachers can do PD. I think this would work nicely.
    • noramedrano
      noramedrano on 11 Jun 14
       
      I am a reading teacher, and like Hillary, I have no responsibilities teaching teachers about technology. All teachers in my campus know how to use a computer, add attachments, send emails, schedule meeting through outlook email since we are assigned a computer at the beginning of the year. Teachers throughout the school year send, receive emails and attachments. Now we do use Google Docs (per grade level) to keep information on one centralized location, yet not trained on it. I am willing to help, and have helped many teachers that had never been exposed to Google Docs. I give them a quick run through and make sure they understand how to create, add, edit, and view data on a Google Doc. Teachers are very thankful when I assist them with this because they feel frustrated that they need to use the Google Doc but have not been taught or given a PD on it.
    • Benjamin Caulder
      Benjamin Caulder on 11 Jun 14
       
      I am in a 1:1 school and despite this, there are several teachers who do not regularly use all the tools available to them. I don't know of any who refuse to use any technology, but some refuse to use the tablet they were issued; others refuse to use our LMS (Moodle); and still others refuse to use any Web 2.0 tools. I know of one who would not since she was so close to retiring, she didn't want to invest in re-learning what she already did. In her particular case, the LMS and the Web 2.0 tools were presented as nothing more than fancy pencils. As they were presented (I know since they were presented to me the exact same way) they did not deepen the learning or provide a way to authenticate the learning. Why should she change when the students didn't benefit (as far as she was taught). So what I see is that the education of the teacher can NOT be secondary or tertiary. It must be the primary goal of the Instructional Tech. Dept. to guide all teachers to the greatest benefit of the kiddos, which means that in must make the learning deeper and more relevant to their actual lives.
    • Lucretia Human
      Lucretia Human on 12 Jun 14
       
      Hillary, First sorry to hear about your year 2012-2013. I think that most schools and districts do not realize the importance of having many IT available. I know if my any of the technology at school goes down, we are pretty much up a creek without a paddle. Fortunately, I teach in higher ed and there a many people that keep our campus technology updated and running smoothly. If it happens to goes down for some reason, they spring into action, as if they were the Justice League out to crash the bad guy. However with all the great IT people on campus, we till have so many instructors who do not come to PD dealing with the use of technology in the classroom.
    • Lucretia Human
      Lucretia Human on 12 Jun 14
       
      Ben, I understand that the one teacher close to retiring did not want to re-learn what she already did, however she should have looked at as an opportunity to grow personally. We do not retire to die! We retire to feel less pressure, to do something else, and to not get up at 5:30 in the morning (however most older people still do), but we do not retire to stop learning. I agree wholeheartedly that it is the main job of the IT Dept of any school to make sure that the teachers know what the heck they are doing with technology because only the students suffer in the end.
    • Lucretia Human
      Lucretia Human on 12 Jun 14
       
      Nora, You are right it is not your job to train the teachers how to use Google Docs. It is very sweet of you to do that because you understand the value of doing it for the students. I would be very frustrated and angry if they school I taught at expected me to use technology or programs that I was not familiar with without offering training! I can really see why some teachers are resistant. Like Ben pointed out if the tools are presented as "fancy pencils" and not shown how they can change students lives for the better, then teacher actually have a right to frustrated.
    • Benjamin Caulder
      Benjamin Caulder on 14 Jun 14
       
      Lu, I hear you. But there is so much more in the world than Technology... just saying. I know this teacher is going off to learn about more tangible things (Art, travel...). Anyway, that was an aside. I was writing from that teacher's perspective, which was that the new information did not add anything to what she was already doing. The pencil accomplished just as much as the Web 2.0 tool. It wasn't the fault of the tool, but how it was presented to her (this I know since I was presented the same thing the same way). Anyway, my point, ultimately, is that technology should be used for the sake of using it, but to provide more in a way that pencil and paper can not. There is a teacher in my school who uses Aurasma in many of her lessons. Aurasma provides a perspective the students cannot get from a book so it deepens the lesson.
    • Lucretia Human
      Lucretia Human on 17 Jun 14
       
      For all of you out there that might not be familiar with Aurasma, like me, check out this demo video. http://youtu.be/GBKy-hSedg8
    • crystallee530
      crystallee530 on 23 Jun 14
       
      Over half of the staff at my school have been working there for over 15 years. With the recent change in administration there came a new demand for technology integration. There were teachers that were on board with this change and were willing to try to adapt and then there were a few that were not willing to adapt and complained along the way. Some of the technology challenged teachers had frustration written all over their faces anytime technology was mentioned. The best method for easing their concerns was a private tutorial lesson.
    • Lucretia Human
      Lucretia Human on 09 Jun 14
       
      How would answer this question, if faced with it from one of your faculty?
    • hillaryparrish
      hillaryparrish on 10 Jun 14
       
      I think I would say, "Try it, you may find that it is more efficient. If you decide after a week/two weeks/etc. that it does not work for you, then go back to the old way. You might find that it is good for the students, so you will find that it is also rewarding to you."
    • noramedrano
      noramedrano on 11 Jun 14
       
      Everything deserves a try. Don't stay with the what if???? Technology is overwhelming and could be intimidating but there is not thing you cannot over come. Give technology a try, if you have any questions I would be glad to help you.
    • Lucretia Human
      Lucretia Human on 09 Jun 14
       
      These are really great questions. We have all struggled at times with technology and we have all help others who were struggling. Provide some other tips that this article did not mention that you have used either when being helped or helping others.
    • hillaryparrish
      hillaryparrish on 10 Jun 14
       
      When I have to learn a new technology, I think that online sources are my best friend. As a Business teacher, I am constantly needing to teach new software. There is no way that I could have learned every software I would have ever needed to teach in college! New software is constantly coming out on the market. So, I sit down with the software and Google, and I figure it out. Of course, most specifically YouTube can be a great source. Also, you can use LinkedIn. Look to see who has been endorsed for the technology you need to learn, and contact them to see if they will help you! More than likely they will.
    • noramedrano
      noramedrano on 11 Jun 14
       
      Google is my best friend!!! Anytime I have questions I seek Google's help. I try the tips or suggestions given through Google's search, if they work great, but if they don't work, I try to visit the software or item's website to find out more information. I also tend to visit youtube since I am a visual person, I like to see step-by-step on how it is done, worked, or put together. This has really helped me up to now in both aspects, while being helped by others and helping others.
    • vasquezgonzalezv
      vasquezgonzalezv on 12 Jun 14
       
      Exactly:  Google and YouTube.  In fact, I was having some issues with Diigo (Diigolet, I'm on a Mac) and googled my problem.  A couple of clicks later, problem solved, and now I have the experience with this particular issue added to my tech knowledge for the future.
  • ...7 more annotations...
  • As schools around the globe begin to embed the use of technology in their learning environments, these teachers can be left feeling frustrated and marginalized by the new tools they are required to use but do not understand.
  • "Why would I try this when I've been doing just fine without it all these years?"
  • Are there any tips that you have for helping teachers in your school who struggle with technology? If you're a teacher still trying to master technology, how have others helped you?
    • Benjamin Caulder
      Benjamin Caulder on 11 Jun 14
       
      This is interesting and I am trying to figure out why this was their initial focus. Mind mapping is, of course, essential to students mvoing the random bit of info from the biological computer to something more tangible, like an essay. But it seems an odd place to start for teachers who can't "create a powerpoint". The general point of this bullet is a great place to start, tech team, but it seems such a weird place to set their focus. Not sure where I would start, if I were in their shoes, but I wish they had explained that point more.
    • Lucretia Human
      Lucretia Human on 12 Jun 14
       
      Ben, Excellent observation! I don't know why they would start there either. I would probably start with the basics and make sure everyone knew how they work and then start branching out to Mind maps and other such tools. Thanks for catching that.
  • While I'm talking about PD, all educators know that extra time for PD is scarce throughout the day. I've had amazing administrators that carved out dedicated time for tech PD
    • Benjamin Caulder
      Benjamin Caulder on 11 Jun 14
       
      This cannot be over looked, though it seems it is the first of the "changes" tossed out. "We can't change the schedule". "We can't sacrifice XYZ". My school has 1 advisory period a day, no study hall and only 6 minutes between bells. They advocate bell to bell instruction (work time included). All this leaves no real time for PLC or PD within school hours. What do your schools do and how did they accomplish it?
    • vasquezgonzalezv
      vasquezgonzalezv on 12 Jun 14
       
      My district uses early release days for PD.  (Students get early release; teachers get a catered lunch and a relaxed environment training.  I have to say, I really enjoy it, and if I were making the decisions about how to do this, it's probably what I'd do.  They also offer after school trainings on technology, but they are having a difficult time getting teachers to participate.  
    • Lucretia Human
      Lucretia Human on 12 Jun 14
       
      Food always works to draw people into almost everything. Do you have to go longer in the school year to accommodate for the early releases?
  • We focused primarily on mind mapping ideas and helping teachers slowly introduce technology into their classes.
    • Lucretia Human
      Lucretia Human on 12 Jun 14
       
      Ben, Like I said before I teach in Higher Ed so our policies are somewhat different, but mainly here is how it goes: if it is not mandatory instructors are not going. When it is mandatory it is done when students are not in school, the day before they come back, the day after they leave etc..
  • Lucretia Human on 09 Jun 14
     
    Tips to help us as Ed Techs help those not so tech savvy teachers
  • ...1 more comment...
  • Lucretia Human on 09 Jun 14
     
    Great ideas to help teachers use technology in their classrooms!
  • kdauphiney on 22 Jun 14
     
    Many veteran teachers that have been in the classroom long before widespread technology are slow to embrace a method of teaching that they were never taught in their preparation as teachers. I think because the archaic way of instruction relied heavily on effort from the learner to "sit and get" rather than effort from the teacher to "flex and adapt" to the learner. Once they see education as a ever changing spectrum that has no definite end, only then can they embraced that teacher training does not start and stop with the college classes that comprise one's degree and certificate.
  • rcepeda610 on 06 Jul 14
     
    In my very recent experiences, technology is fun, quick but not so easy at first. I must say it is very time consuming and a bit overwhelming when the gremlins, like Dr. Butler likes to call them, are up to no good. It can be very frustrating if you can't upload, download, convert a file, etc. I am very excited to all the exposure I have had in the past few weeks. The tools we have seen in the course are pretty cool and most importantly I think once I am able to navigate through them with ease, the students will be excited to see and use them in the classroom.
Gladys Suarez

What Digital Literacy Looks Like in a Classroom - 6 views

www.edweek.org/...q_crowley_digitalliteracy.html

Technology education classroom teaching learning

shared by Gladys Suarez on 16 Jul 15 - No Cached
  • Gladys Suarez on 16 Jul 15
     
    If students are "glued" 24/7 to their mobile devices, why is it necessary for schools to teach digital literacy? Who should teach it? And wait ... what does it even mean to be "digitally literate"? If these are questions you've heard or asked, you aren't alone.
  • ...7 more comments...
  • Gladys Suarez on 16 Jul 15
     
    We might think that our students are digital literate, but are they? Take a look at your classroom, school, and district...are we preparing them to this 21st century digital technology awareness. Why aren't educators ready?
  • summerloeffler on 17 Jul 15
     
    I agree... it's so frustrating to learn that so many of my colleagues are not keeping up and being aware of what students are learning. You know how they say, 90% of learning comes from outside of the classroom. I feel that so many teachers are "programmed" in teacher training programs to focus on the old ways and that has not been effective in making learning fun for today's digital literate students.
  • asuarez1 on 17 Jul 15
     
    Summer, I agree with you. I think professional development needs to focus more on how to incorporate the tools available in the classroom I have always said that just because a student uses a device for games does not mean he/she is computer literate or knows how to safely use it for learning.
  • asuarez1 on 17 Jul 15
     
    Gladys, why teach digital literacy is a hot topic! Part of that is digital safety! Our school had a federal agent come talk to the students about online predators and digital safety in general. We would all be surprised at what the kids don't know about online safety.
  • Gladys Suarez on 18 Jul 15
     
    Ana, it sure is! I most definitely agree with you because I know of many teachers that are scared to incorporate technology into their classrooms. It is mostly because they are scared (of misuse--by students). Also, they feel that they are not properly trained and they don't find the time to use technology. Most educators think it is a waste of time. As years go by I am seeing that students now a day get extremely motivated when they get to use technology in their classrooms and they sure learn a lot of information. Great that your school brought someone to talk to students about digital safety!
  • Gladys Suarez on 18 Jul 15
     
    How can educators get help in incorporating technology into their lessons? Students want the technology to be available, teachers think it is a waste of time...Educators are not updated...
  • Joanna Villarreal on 18 Jul 15
     
    Great article, Ana!!! I love how you selected an article that mentions topics that are covered in class.It is very important that student and teacher are digital literate. I've never heard the terms "digital natives" "digital literate" or digital immigrants," but I've heard others that imply the same. These "digital natives" may be able to navigate the digital world yet do not know where to go to look for sources lets say to help them with their homework. Sadly, there are "digital resistance" teachers/districts that are at fault. Yes, I made my own term for folks who are scared to use technology with their students and I can understand why. The internet can be very dangers, but that is why we should be encouraged to learn and teach internet safety. Just this week, the Professional Development admin at our district told me about sites that educators can use to "clean-up" videos from any marketing ads. We all know how these videos come with ads that sometimes may be inappropriate. There are some many tools and we are not taking advantage of them. Either we do not know or it is easier for us not to know about them. On another note. I loved the funny powerpoint video. It goes hand in hand with the text we are reading about. I may show share both the book and the video with my Boss who always gives me a hard time about my powerpoints.
  • Marie Evans on 18 Jul 15
     
    Digital Literacy! Just because students are raised immersed in technology does not mean they know how to use it appropriately! Students need guidance to learn how to use technology effectively and appropriately. Perhaps if one thinks about being dropped off at the front door of the Library of Congress, without a guide, map or information desk!! How overwhelming would that experience be???
  • Gladys Suarez on 21 Jul 15
     
    It would be overwhelming indeed. An educator should introduce digital literacy as if the student is new to the topic. Through hands-on activities and daily use, students should become great digital experts with tools they love.
Brenda Wohlfeil

Is Google Making Us Stupid? - Nicholas Carr - The Atlantic - 8 views

www.theatlantic.com/...306868

google technology reading

shared by Brenda Wohlfeil on 17 Mar 14 - No Cached
  • My mind isn’t going—so far as I can tell—but it’s changing. I’m not thinking the way I used to think. I can feel it most strongly when I’m reading. Immersing myself in a book or a lengthy article used to be easy. My mind would get caught up in the narrative or the turns of the argument, and I’d spend hours strolling through long stretches of prose. That’s rarely the case anymore. Now my concentration often starts to drift after two or three pages. I get fidgety, lose the thread, begin looking for something else to do. I feel as if I’m always dragging my wayward brain back to the text. The deep reading that used to come naturally has become a struggle.
    • eeverett3
      eeverett3 on 17 Mar 14
       
      The first question this article raises in my mind is...are other people feeling like this? that books and long articles are becoming too difficult to read?
    • Jose Escobedo
      Jose Escobedo on 18 Mar 14
       
      When I am sent off to training and I know I will have limited connectivity, my laptop stays in my bag. I use this time to read articles which I print out or just simply read a book. If I have connectivity, my concentration to simply read articles or a textbook would be lost because I want to get to other class assignments or simply surf the net. To me its just a mind over matter.
    • Brenda Wohlfeil
      Brenda Wohlfeil on 22 Mar 14
       
      After reading/working on the computer for long periods of time, I noticed I get jittery.  I was concerned about it, so I searched the internet for answers.  I came across Linda Stone's video and website.  She has studied attention, health and technology.  In the video she talks about continuous partial attention, which is a form of multi-tasking.  Ms. Stone's research has shown that we have become hyper alert to scan for every possible input and opportunity.  In another words, we don't want to miss anything.  And this puts us in an artificial state of constant crisis.  Amongst many physical changes from this artificial state, including jitteriness, our minds find it hard to focus. (Linda Stone-May I Have Your Attention Please?, http://internoobs.wonderhowto.com/inspiration/linda-stone-may-have-your-attention-please-0128197/) So I have to wonder, is it that we just don't have the patience for reading long books, or are we in an artificial state of constant crisis that makes it impossible for us to focus?
    • eeverett3
      eeverett3 on 24 Mar 14
       
      I actually have a student this year who cannot use the computer at all because it causes seizures for her! Scary!
    • Olivia Basham
      Olivia Basham on 31 Mar 14
       
      This particular quote reminds me of an Aristotle quote: "We are what we constantly do, excellence isn't an act then, but a habit." It seems that Mr Carr is mistaking habits for permanent brain changes.
  • And what the Net seems to be doing is chipping away my capacity for concentration and contemplation. My mind now expects to take in information the way the Net distributes it: in a swiftly moving stream of particles. Once I was a scuba diver in the sea of words. Now I zip along the surface like a guy on a Jet Ski.
    • eeverett3
      eeverett3 on 17 Mar 14
       
      I really like this analogy of finding information online. I often feel like this and in my library, I see students seraching so rapidly that I wonder if their research is effective.
    • Araceli Gracia
      Araceli Gracia on 17 Mar 14
       
      I know that I am guilty of telling my children to "Google It" when I don't know something right away. It is quick way of getting answers to what we are not sure about. But how else would students get their information. Unless they have a set of encyclopedias, it would prove difficult to search. Long articles are more tedious to read than difficult I think. Its a matter of time that doesn't allow for reading so they are just being glanced at rather than being fully understood.
    • Merrill Redfern
      Merrill Redfern on 18 Mar 14
       
      The analogy provides an excellent mental picture of what searching online looks like in the 21st century. This analogy also reminds me of times in my library, while locating a book for a student, by the time I have tracked down the book a student can't absolutely live without they have already changed their minds on what they are interested in. Amazes me on how fast students can "switch gears," which is what (among other things) the Internet searching is creating in our student population.
    • Eric Folks
      Eric Folks on 18 Mar 14
       
      I've got mixed feelings on this. It seems counterintuitive that we should take advantage of the resources we have at hand, be it Google or some mobile device, and that we should teach our kids to do the same. How many technologies and advances in the past have changed the way we find, process, and share information? Each was met with resistance and criticism and also a bit of excitement, but eventually, they came to be seen as valuable tools for learning. While I think the same can be said of modern technologies, I do have some reservations about the concentration and scale of control companies like Google, Amazon, Facebook and the like have over society's day to day interactions. "Big data" and the way it's being used should give everyone pause, as they really boil down to refining the manipulation process. If we spent as much time teaching digital literacy and critical thinking (helping young to old be more aware of forms of manipulation, propaganda, and logical fallacies), I would be more likely to say (with some checks and balances and oversight), it's ok for these companies to provide us with goods and services specific to our needs and wants. The problem is we are witnessing both the growth of big data and the growth of technology dependence at the same time. Is technology becoming the modern day "opiate of the masses?" It just may be... More and more parents are using technology to babysit their children, enough so that pediatricians are pointing out the writing on the wall: this overuse of technology is excacerbating ADD, ADHD, childhood obeisity, and more: http://www.huffingtonpost.com/cris-rowan/10-reasons-why-handheld-devices-should-be-banned_b_4899218.html Personally, I have my kids complete a technology challenge every day before they're able to get on technology for gaming and entertainment (which we are now limiting to 1 hour). Most of these technology challenges involve them using technology as a creation tool, and I've got to say, it's working!
    • Stephen Simon
      Stephen Simon on 21 Mar 14
       
      The Net does chip away at your capacity for concentration, contemplation, and criticial thinking because we let it. The information on the Net is only that; you still have to decide if what you are reading can how water. I think it is important to approach search engines, like Google, by learning to structure a query followed by what storehouses of data we know to have veracity.
    • Don Martin
      Don Martin on 25 Mar 14
       
      It may well be that the problems we are seeing as being created by the internet and the accessibility of information are actually caused by us as instructors and not by the medium itself. As instructors it is our job to find appropriate resources and appropriate uses for the information that is so readily available today. Through the use of Web 2.0 Technologies we need to find ways to create depth of information by inspiring our students to dig deeper and helping them in the development of their critical thinking skills.
    • Olivia Basham
      Olivia Basham on 31 Mar 14
       
      While I love Mr. Carr's use of metaphor (scuba vs jet ski) this kind of argument via analogy is fallacious at best. You know what else challenges concentration and contemplation? Sports. They are just the same kind of rapid-fire informational experiences as "surfing the net" can be. No one would challenge the value of sports to a child's mind (or an adults for that matter) because it brings it's own skills and rewards. I think we confuse the situation when we try to compare un-like things.
  • It is clear that users are not reading online in the traditional sense; indeed there are signs that new forms of “reading” are emerging as users “power browse” horizontally through titles, contents pages and abstracts going for quick wins. It almost seems that they go online to avoid reading in the traditional sense.
    • eeverett3
      eeverett3 on 17 Mar 14
       
      I wonder if reading habits are changing and if this is good or bad...how will it affect students and educators?
    • Araceli Gracia
      Araceli Gracia on 17 Mar 14
       
      In the article, it mentions how texting has made it more important about being efficient and immediate which then weakens our capacity for reading. This stood out to me because this past weekend I went to help my mother send a text message. My mother does not text, she believes in the old fashion ways of speaking with people. So my 10 year old said he would help her create the text. Of course my mother wants to put capital letters, punctuation, and proper grammar. He was telling her, you don't have to do that, just put in "u" for "you". She was so shocked that he was telling her that, she was like no I have to have my name with a capital letter.
    • Merrill Redfern
      Merrill Redfern on 18 Mar 14
       
      In my experience, many students are obtaining just enough information to get by and not digging deeper into a subject where it could be meaningful. The internet provides the perfect forum for this. The "grab and go" mentality. Some would argue the amount of time placed on educators is a determining factor for teachers to "power browse" information. I believe there is some truth to that but above all, the internet has significantly changed the way we search, think, communicate, teach, plan and recall information.
    • Eric Folks
      Eric Folks on 18 Mar 14
       
      I see power browsing and recreational reading as two different activities...when I want to relax, I read (digital or print makes no difference as long as the device is light and I can adjust the brightness). When I want to stay on the cutting edge of my chosen profession, I power browse and experiement.
    • Don Martin
      Don Martin on 21 Mar 14
       
      It seems to me that the real problem may be related to something deeper. We have been told for so long by so many that we need to be good "multitaskers" that we have spent a great deal of time and energy on trying to do just that. Recent studies show that humans don't really multitask on any effective level and that when we do try to multitask our work and thought processes suffer for it. Here is a good article from Time Magazine about multitasking and its negative effects: http://content.time.com/time/magazine/article/0,9171,1174696-1,00.html
    • eeverett3
      eeverett3 on 21 Mar 14
       
      That is a great article,Don! I am glad to see that what I am yelling at my teens all the time is backed up by research! "When people try to perform two or more related tasks either at the same time or alternating rapidly between them, errors go way up, and it takes far longer--often double the time or more--to get the jobs done than if they were done sequentially, says David E. Meyer, director of the Brain, Cognition and Action Laboratory at the University of Michigan: "The toll in terms of slowdown is extremely large--amazingly so." I worry about the multitasking all the time...has anyone seen the tv show "Brain Games"? I think that really illustrates the hazards of multitasking....
    • Stephen Simon
      Stephen Simon on 21 Mar 14
       
      I now have better understanding of the long view of cognition and how technology impacts it. Socrates opposition to the printed word was no different than a parent restricting internet access for their children; the capacity to properly learn the learning tool, left to its own device, is largely lost.
    • Brenda Wohlfeil
      Brenda Wohlfeil on 22 Mar 14
       
      I find myself mostly power browsing on the Internet, but I find it is difficult to do much more because of the back lighting.  The back lighting easily tires my eyes. For long articles that I need to digest, I prefer printing them out to read.   Here is an article on computer vision syndrome: http://www.webmd.com/eye-health/computer-vision-syndrome Possibly future screen technology might alleviate eye fatigue. Eizo is a company that is already working on creating screens to help with eye fatigue.  Here is their latest product: http://www.eizo.com/global/library/basics/eyestrain/
    • Olivia Basham
      Olivia Basham on 31 Mar 14
       
      Brenda, thank you for sharing this! Eye strain and visual fatigue are really big problems for me and other persons with dyslexia.
  • eeverett3 on 17 Mar 14
     
    Here is an article that discusses the use of current technology and how it may affect the brain.
  • ...5 more comments...
  • eeverett3 on 17 Mar 14
     
    I hope that everyone had a great Spring Break! Here is the article that I would like to discuss in Diigo that week. :) EE
  • lbanuelos on 17 Mar 14
     
    The article makes several points. Technology has changed how we think and measure our abilities. For example, as a computer technician, I always tell clients that I can solve their issues even if I haven't the slightest idea how to do. I just hope that someone else around the world has posted the solution on the internet. Thank you Google. So if the internet wasn't available I don't think I would feel as confident doing my job everyday.
  • Araceli Gracia on 20 Mar 14
     
    Luis, I have used You Tube so many times when trying to learn how to do something. I have even used it for this course when I need that extra tutorial. For example, if Stephen had not been kind enough to post a video on how to install Java on Screenr, I would have struggled so much more. Technology comes with the good and the bad. My older son learned to play the piano from the internet while my other son just wants to watch videos. So like everything in my life, there has to be a happy medium.
  • Don Martin on 21 Mar 14
     
    I'm inclined to believe that the problem is not with the technology but with how we adapt to it. In the past the rate of technology development has given us time to assimilate it, analyze it, and employ it. The problem with computers, the internet and all the associated electronic technology is that by the time we figure out what it is and what it is good for it's already changed. Given time we will figure out how to deal with the speed of change but in the meantime it means some struggle on our part as humans and as instructors in determining what is of value and what is not, what that value is, and how do I use it to my benefit and the benefit of my students?
  • Stephen Simon on 21 Mar 14
     
    Here is an article that discusses the use of current technology and how it may affect the brain.
  • lbanuelos on 24 Mar 14
     
    Araceli, I too use YouTube for learning how to do stuff. Just last week, I needed how to embed videos into a webpage for another project. Sure enough there was a video posted on how to do that. I believe that technology affects both the learner and the teacher. Instructors expect that students use these tools and have the ability to learn how to implement.
  • lbanuelos on 24 Mar 14
     
    Google puts tremendous amounts of data at our fingertips. This data needs to be interpreted. This is a important skill that must me taught to students. Not everything posted on the net is correct. I think this teaches students to be more critical of they read.
Brenda Wohlfeil

Virtual Schools Provide the Power of Choice - FamilyEducation.com - 6 views

school.familyeducation.com/...38763.html

schools homeschool choice

shared by Brenda Wohlfeil on 07 Apr 14 - No Cached
  • Virtual schools provide parents and children, from Oregon to New York and across the globe to Russia and other countries, with access to world-class curricula, myriad teachers, and support, just about anytime and anyplace. Most importantly, virtual schools provide the power of choice.
    • Brenda Wohlfeil
      Brenda Wohlfeil on 07 Apr 14
       
      As a prior home school mom, access to curricula at anytime and anyplace was very important.  I needed a curricula that I could take with me to hours of piano lessons and family trips across America. I home schooled my children year-long and took advantage of the many learning opportunities that occurred throughout the year.  Our curricula needed to be flexible and portable.
    • eeverett3
      eeverett3 on 07 Apr 14
       
      Even understanding the flexibility of online classes, I had not thought about how effective this would be for someone who travels ALL the time! The best part of this article is how virtual learning takes advantage of all the online bonuses that a traditional teacher does not have time to look for!
    • Araceli Gracia
      Araceli Gracia on 09 Apr 14
       
      Brenda, My youngest son, who is a 5th grader, always said he wanted to be home schooled, and if I could have, I would have. Giving him the opportunity to "visit" around the world and go at his own pace would suit his personality better. He has never been a big fan of school and it is not the teachers, because he likes them. I feel it is the structure of it all. If he was in a virtual school that provided the flexibility of online classes and learning, he would probably be a happier student. http://www.ehow.com/list_5965288_advantages-virtual-school.html
    • Don Martin
      Don Martin on 09 Apr 14
       
      Araceli, I think it is still possible for your son to be in a virtual school so long as he has the resources and motivation to do it. The virtual schools are not quite the same as home schooling, they are more like the distance learning programs here at UTB. They have dedicated instructors with state approved curricula and a wide variety of choices in classes, instructors and educational experiences (including field trips). If I had this option when I still had children at home I might have considered this option. Our youngest daughter was never really connected to anything in school except for extra-curricular activities. She was "bored" with it and this offers opportunities and experiences that might have been beneficial to her.
    • Brenda Wohlfeil
      Brenda Wohlfeil on 11 Apr 14
       
      Araceli and Don, Some virtual programs are self-paced. For example, my daughter took classes from Texas Tech ISD for high school. They were all self-paced classes She could start a new class whenever she wanted, and she had a good amount of time to complete each classes. Extensions were also granted with an extra fee, of course. http://www.depts.ttu.edu/uc/k-12/ In a homeschool, parents are really facilitators, especially as the kids get older. (I can't imagine ever giving my kids a lecture. They would have just tuned me out completely. :) Most of my kids learning came from project based learning, although at the time I didn't know there was a name for it.) Homeschool kids take classes at co-ops, on the internet, through distant-learning, using a box curriculum, or using a curriculum parents put together. The parent facilitates the learning by providing the tools needed for the kids to learn and the expectations. It is amazing how these kids learn.
    • Brenda Wohlfeil
      Brenda Wohlfeil on 07 Apr 14
       
      Deciding which method best serves their child's unique needs and talents is key here.  Children learn in so many different ways.  If virtual classes focus on only reading passages and answering questions, they will fall short of reaching so many children.  How can virtual classrooms cater to the needs and talents of so many children?
  • ...3 more annotations...
  • Families facing educational choices need to research all options thoroughly. They must examine their educational priorities in order to determine which features best support their goals. Most importantly, they must decide which method best serves their child's unique needs and talents.
  • Are Virtual Schools a Type of Homeschooling? The answer to this question depends on the virtual school. While most of the learning happens in the home with virtual schools, many of them are public schools without doors. Students who register with a public virtual school are counted as public-school students, not homeschoolers, in their state. These public virtual schools collect ADA (average daily attendance), just like the neighborhood brick-and-mortar school. They offer a standards-based curriculum; require attendance keeping, frequent assessments, and progress reports; and comply with mandated state testing.
    • Brenda Wohlfeil
      Brenda Wohlfeil on 07 Apr 14
       
      Take a look at this website for just a short list of online classes for home school familieshttp://a2zhomeschooling.com/home_school_programs/online_homeschooling_programs/
    • Merrill Redfern
      Merrill Redfern on 08 Apr 14
       
      I'm impressed with the diverse list of classes available to home school families seen on this website. Also, an interest-based curricula for students is an awesome way, I think, to help ensure student engagement. Some of the "fun/creative" courses for students in traditional public schools, at least in the elementary level where I teach, are in the form of clubs or additional after school programs. The flexible schedule of online classes leaves room for the management of a more stress-free existence as long as online classes are appropriate for the family. I found this article (or something similar to it) back when I was considering home schooling our daughter. #3 and #6 were our obstacles from moving forward into homeschooling. http://homeschooling.about.com/od/gettingstarted/a/homeschool4you.htm
    • Don Martin
      Don Martin on 09 Apr 14
       
      In the allied health education setting at the college level we are moving more and more towards an integrated curriculum. Soon that approach will be bleeding down into the high school allied health programs. The model originally comes from the integrated approaches now being employed at many medical schools and nursing programs across the country. This might be a form of "interest based currcicula". If a student has an interest in a particular area then wouldn't it make sense to approach the areas they don't have as much interest in but still have need for through their area of interest? We are now offering Developmental Reading, Developmental Writing, and Developmental Math courses in a format that approaches those areas using information and examples from the allied health arena. Students read articles and writings related to allied health, they write papers on allied health subjects and they do math problems (pre-algebra and algebra) with information related to allied health concepts. I think we will see a greater degree of this in the virtual school system as we look for new and innovative ways to connect with students that just don't thrive in the traditional setting or don't have access to the kinds of content they are interested in because their school can't offer it due to lack of funds or the size of the school.
  • Eric Folks on 11 Apr 14
     
    As much as I like the idea of teaching from home, I do hesitate to jump on board with virtual schools, especially after reading stories like this: http://blogs.edweek.org/teachers/living-in-dialogue/2014/01/15_months_in_virtual_charter_h.html I think a blended approach with both face to face (for experiments and activities that have to be hands on) and online (for PBL and the potential for students to own their learning more, possible with objective based goal setting and self paced facilitated approach) would be ideal. Honestly, if I had a chance to teach my teachers virtually, and home school my kids using an online virtual curriculum to help provide structure (while working in much PBL and experiential learning), I'd be all over it!
  • ...2 more comments...
  • Olivia Basham on 13 Apr 14
     
    Eric, I had a friend who worked for K12 and when she started and was so excited to follow her experience as I imagined it would be an excellent way to reach students and I imagined that perhaps one day I could follow her. As her year unfolded and she shared what it was like for her, I quickly lost interest (at least in that particular school). She had much the same experience described in the article, except her principal was even more abusive than what was described. She was overloaded, had almost constant meetings, did 15-16 ARDs and 504 meetings a weeks (she she was one of few certified teachers, she received the majority of these students who enrolled) and felt impotent to actually help the students she was trying to teach. Worst of all she took a 40% pay cut to do it. No thanks. Nobody becomes a teacher to get rich, but I can't imagine feeling like my students were being under served while also just barely getting by financially.
  • Don Martin on 13 Apr 14
     
    Eric and Olivia, I don't believe that this type of problem is unique to the virtual school environment. Abusive administrators, overloaded instructional staff and feelings of helplessness unfortunately are more common than they should be at any level and in every format. The solution is to identify the strengths and weaknesses of virtual schools, emphasize the strengths, find ways to minimize the weaknesses and subject the process to a continuous Quality Enhancement Plan (QEP). QEP, if properly developed and employed can lead to the same type of success in a virtual learning environment as is seen in a face-to-face setting. In fact there are many instances in which the quality of the online education is as good or better than what the students are getting in the face-to-face setting. The potential benefits of VLE and virtual schools should not be overlooked or simply discarded because there may be some issues. Progress is made by doing, evaluating, planning, doing again and evaluating to start the cycle over. VLE has not been around long enough for us to have had the opportunity to work out all the bugs. Look at how long we have been practicing face-to-face education and the improvements that we continue to make today in the way we deliver education in that arena, not to mention the continuous research aimed at understanding how to make it even better. Perhaps a blended approach at first is best, it gives us an opportunity to explore the potential of VLE while developing the standards, guidelines and techniques necessary to make it a successful learning experience while using the support of the familiar face-to-face environment. However, it is my opinion that this approach should be used to help us develop the best possible VLE experience for the future. Not as a replacement for face-to-face learning (I believe there will be a place for that for many years to come) but as an effective alternative for those who would benefit from it.
  • Brenda Wohlfeil on 14 Apr 14
     
    I agree with Don. I think from a teacher's perspective, possibly Dr. Butler can give us some insight as to the validity of the problems stated by this teacher with regards to VLE in general.
  • lbanuelos on 14 Apr 14
     
    I too believe that a hybrid approach to instruction is the best way. Although virtual schools sounds like the way of the future, like all new technology it may not be simply for everyone. http://neatoday.org/2012/07/25/virtual-schools-not-passing-the-test/
Olivia Basham

Social Networking in Schools - 4 views

www.huffingtonpost.com/...tworking-schools_n_840911.html

education technology classroom teaching computer Web2.0 bullying

shared by Olivia Basham on 08 Apr 14 - No Cached
  • Olivia Basham on 08 Apr 14
     
    No one doubts the value of online collaboration to students and the classroom. However, there is much controversy and debate about how and if social networking is appropriate for the classroom and beyond. Fears about sexual predators and bullying have made educators ask if perhaps the benefits don't outweigh the risk.
  • ...11 more comments...
  • Araceli Gracia on 09 Apr 14
     
    Olivia, I can understand how there would be concerns about online predators and bullying but I think that this is something that could be monitored in a control environment. I realize the situation may not always be ideal but your article explains all the good that can come of online collaboration, such as a decrease in students being absent. Students are already using I pads, kindles, laptops, etc... for other activities, why not encourage that use for something positive that will motivate them in the classroom. I http://www.onlineuniversities.com/blog/2010/05/100-inspiring-ways-to-use-social-media-in-the-classroom/
  • Merrill Redfern on 11 Apr 14
     
    I have a book club that consists of 10 4th grade students. We communicate mostly through Kidblog. We do meet once a week however, the kids love posting on their blog outside of the school's four walls. I love that they are discussing book club topics outside of the classroom. They feel empowered when they have the opportunity to make decisions such as, what avatar to create and how they want their individual blog to appear. I've made our blog a very controlled environment in that it is set as private and password protected, just the members have access. In addition, posts must be approved by me before they go out in our blog world (which consists of the 11 of us, plus our principal). Other than the introduction to Kidblog, I began with an author study by providing links to author interviews via a YouTube channel for the students. We have embedded Google forms in our blog for a quick assessment. Overall, it has been successful and the students are excited and remain engaged with our activities.
  • Merrill Redfern on 11 Apr 14
  • Eric Folks on 11 Apr 14
     
    We've come along way as a district. Into thousand 10 when I arrived teacher to not have the ability to create a folder on the desktop. They have access to basically all sites, Facebook, Twitter, YouTube...and many of them are even active on these sites, uploading and sharing resources with other teachers and students. Here is a link to the guidelines we've established for use of YouTube and Facebook: https://docs.google.com/document/d/1BMXrouaj67SFh-BISriU24a59c9mk8-K-9K9qeEEW4E/pub Still, the communication is primarily one-way: teachers disseminate information to their students through social media, but do not collaborate with students in real time, nor do they encourage students to collaborate with each other using social media. That may come down the road. For now, I'm happy we have continued to move away from the top-down control model to the empower the end user and give them the benefit of doubt...we don't want our students leaving a walled garden environment to fall on their face in the real world, where their aren't heavy-handed content filters in place. We need to wean them off being told what to do and educate them to make good decisions. With that in mind we moved in 2012 from an Acceptable Use Policy to a Responsible Use Policy. Here's what the student version looked like (https://www.dropbox.com/s/iwqu8kf9qmvlmuu/2012-2013%20Student%20RUP.pdf) and here's the teacher version (http://www.lampasas.k12.tx.us/files/filesystem/responsible%20use%20policy-employee.pdf). We considered opening up G+ to students as it's part of our GAFE suite of services, but tech tells me if we do, students, even younger ones, will be able to communicate with users outside our sub domain / walled garden. Thoughts? Have you found this to be true in your district? We are also looking at Office 365 and Sharepoint in terms of a training ground for safe student social networking....we will see what it can do in the coming weeks. For now, most of our teachers are comfortable using
  • Olivia Basham on 13 Apr 14
     
    Araceli, I agree that the benefits DO outweigh the risks especially when controls are put into place and certain systems are used. I try to stick to closed systems, but recently I have been hosting all my courses' book discussions via GoodReads.com, which is open. I teach high school students though, so I feel like I have an opportunity to teach intelligent internet use. For example, not only forbidding students from using actual pictures of themselves and never posting their age or location, but also teaching them why those are bad ideas through digital citizenship lessons. I honestly don't know how I would handle social networking with younger students, but I suspect I would stick only to closed systems.
  • Olivia Basham on 13 Apr 14
     
    Eric, Our district has recently decided to open up G+ to our students with good results so far. Because the students are still behind the school district Google web-mail (which provides them a kind-of "dummy" email that can't send or receive messages) their online visibility is very limited and no personal information is shared (as none exists other than their names). However, the program has just launched and many parents have expressed discomfort, especially with elementary and jr. high students. I'm taking a wait and see attitude as far as making any judgements.
  • lbanuelos on 14 Apr 14
     
    With the onset of Web 2.0 tools, collaboration between students and teachers is easier than ever before. I agree with Araceli that the risks far outweigh the risks. With apps like slideshare, slidebomb, google drive, and dropbox, students are encourage to provide feedback to fellow students with leads to increase confidence. http://www.edutopia.org/stw-collaborative-learning-college-prep
  • Jeff Blackman on 14 Apr 14
     
    As a parent, it would have to be REALLY controlled and closed for me to let my kids use it. I am appalled at some of the things I see kids posting on Facebook and other social media. Obviously, as someone in the EdTech program, I am seeing a lot of awesome ways to use technology. So, while not dead set against social media in the classroom, I would need to know what safeguards were in place and I would still be watching like a hawk.
  • Brenda Wohlfeil on 17 Apr 14
     
    We have banned social networking in school except using Edmodo, which the teachers can monitor. Our school has problems with social networking without even having it in the school! Parents feel it is the school's issue because problems are occurring between students, even though it is occurring outside of school. In my honest opinion, parents need to be better educated about social networking and take responsibility for their own children. As a parent of a child who did not use social media well, I know it is tough to restrict internet/website usage. But it is possible and needed.
  • Don Martin on 20 Apr 14
     
    Olivia, I don't see any reason that we couldn't incorporate the use of social media within the closed classroom environment. There must be many opportunities for collaboration, communication and scaffolding using social media in a controlled and safe environment. There are also many social networking sites that are designed specifically with kids in mind. Among them are: 1. Scuttlepad (2010) Age 7+ Social network with training wheels is safe but limited. 2. Togetherville (2010) Age 7+ Kids' social site connects to parents' Facebook friends. 3. WhatsWhat.me (2011) Age7+ Tween social network with top-notch safety features. 4. YourSphere (2009) Age 9+ Kid-only social network promises to block dangerous adults. 5. Franktown Rocks (2009) Age 10+ Music and social networking combine in safe, cool hangout. 6. GiantHello (2010) Age 10+ Facebook-lite gets a lot right, but watch out for games. 7. GirlSense (2009) Age 10+ Safe, creative community for tween fashionistas. 8. Sweety High (2010) Age 11+ Fun, closed social network for girls is strong on privacy. 9. Imbee (2011) Age 10+ Safer social networking if parents stay involved. With proper guidance and parental involvement I don't see any reason that we can't take advantage of the opportunities that social networking could provide.
  • eeverett3 on 21 Apr 14
     
    I think that one of the main reasons that student interest and engagement increases with the use of social media tools is that these tools are familiar and easy for the students to use...it is not only teachers that are intimidated by new tools! :)
  • Araceli Gracia on 21 Apr 14
     
    Thank you Don for your list of websites. That is awesome!!
  • Stephen Simon on 22 Apr 14
     
    My perception of social media in school is that it is essential to the process of development. That it is beyond the understanding of current educators should come as no surprise; one needs a point of reference in order understand the magnitude of such technological developments. Don made an excellent point concerning proper guidance and parental involvement; the latter representing the tired and overworked. Consider that many of our fellow classmates push themselves in these Master's classes at a cost to their personal lives. Social-ability is essential to our family core values and from it comes the capacity of the new generation to take the torch to the next.
cinthia_sierra

WPI Teaching with Technology Collaboratory - Benefits of Using Discussion Boards in You... - 4 views

www.wpi.edu/...boardbenefits.html

technology teaching discussion

shared by cinthia_sierra on 14 Jun 14 - No Cached
  • Discussion boards are reflective in nature. They force students to read other perspectives and carefully consider a response
    • natalie_cepeda
      natalie_cepeda on 14 Jun 14
       
      During a classroom session, not all perspectives can be heard due to time. In discussion boards, everyone has the ability to respond and reflect on the opinions of others. Reflecting is a benefical strategy because it allows for learning to occur. What strategy do you implement for reflecting?
    • Cynthia Rios
      Cynthia Rios on 14 Jun 14
       
      In my classroom, my students keep a reflection journal in which they write everyday. The prompts have to do with the story or novel that we are reading. I stay away from cookie cutter prompts and try to give prompts in which the students really have to reflect and give their point of view on the situation. I also had my students participate in literature circles. I think implementing the reflection journals and the literature circles onto an online discussion forum would be awesome for my students. I realize that even though I try to get them all to participate in class, some students are just not as open as others when it comes to in class participation even in a small group setting like the literature circles. Using an discussion board would ensure everyone participates.
    • cinthia_sierra
      cinthia_sierra on 15 Jun 14
       
      This past year, I used Edmodo with my students, and if they were reading a chapter for homework, I always posted a question for discussion. All students participated and generated an online discussion that carried over to the fluency of the next class.
    • natalie_cepeda
      natalie_cepeda on 16 Jun 14
       
      Cynthia, that is a great idea to keep a reflection journal for every day use. It even allows students to go back and see any changes in their own thinking or opinions. The literature circles are a great way to involve all group members by having enough jobs for them to complete one. Even if they get the team Illustrator, the student still has to share why they drew that and what significance it has to the project.
    • natalie_cepeda
      natalie_cepeda on 16 Jun 14
       
      Cinthia, I need to get on the ball with an online Discussion Board. My students would benefit tremendously! The use to posting their thoughts online is more engaging than just writing a summary paper on the chapter they read.
  • The social aspects of the face-to-face classroom are very intimidating for many students, especially for ESL speakers, new students, and those who are simply shy or quiet.
    • natalie_cepeda
      natalie_cepeda on 14 Jun 14
       
      Has this experience happened to you in a previous class where you hinder your comments and ideas to everyone because you do not want to receive a negative reaction?
    • Cynthia Rios
      Cynthia Rios on 14 Jun 14
       
      Yes, of course. This has happened to me personally. For whatever reason even when we are on a collaborate session I sometimes feel intimidated, and I get very nervous. What I've noticed though is that if I have taken the professor or classmates before, I am not as nervous, and I actually enjoy participating. I think my intimidation has to do with the fear of the unknown.
    • cinthia_sierra
      cinthia_sierra on 15 Jun 14
       
      Absolutely. Like Cynthia says, "the fear of the unknown" is unsettling. As part of my elective requirements, I am taking this class along with EDTC 6341, and the use of a wiki was foreign to me. I'm still adjusting and asking questions is intimidating or even humiliating at times.
    • Sean Getchell
      Sean Getchell on 15 Jun 14
       
      I might be a little different, but I have found that the older I get, the less I care what others think. While the face-to-face environment can be slightly intimidating, the fully online experience can be equally so. I think it honestly depends on the student, and their ability to jump into the unknown, and make it a part of their "known" world. Plus, once you get a little experience under your belt, usually a person is more likely to share their thoughts, ask question, or more likely to help others if they see a fellow student struggling. Pay it forward, indeed!
    • natalie_cepeda
      natalie_cepeda on 16 Jun 14
       
      Cynthia, I understand your feeling. I once took an English class where we just sat in a circle and discussed classical literature. I honestly had no idea what was going in the play even though I would read and use resources like Spark Notes to understand what was going on. I did not like going to the class because everyone else knew what the professor was discussing and would make good points. I hardly spoke a word and would only speak when the professor called on me. The classroom environment has a lot to do with whether a student is going to feel comfortable or be shy.
    • natalie_cepeda
      natalie_cepeda on 16 Jun 14
       
      Sean, I agree with your claim that it depends on the student. Much like the assessment on whether a student is ready for online learning. Some students feel like they can tackle online learning while others refuse. So yes, every student has their own comfort zone.
  • As students reflect upon what they want to write in a discussion board posting, they often integrate research or class readings with which they are familiar. This occurs much more frequently in discussion board postings than in face-to-face discussions, largely because of the extra time a student has to think about their response
    • natalie_cepeda
      natalie_cepeda on 14 Jun 14
       
      In teaching, I have used a similiar strategy called the Wait-Time Response, where instead of demanding students to answer on the spot they have allotted time to actually think. The extra time that discussion boards allow is a powerful teaching tool. What is your view on the claim provided on the website?
    • Cynthia Rios
      Cynthia Rios on 14 Jun 14
       
      I absolutely agree with this and, I too give my students sufficient wait time. In regards to discussion boards, not only is the extra time a powerful tool but so is the fact that students can read and reflect on what other students have already posted. The extra time and being able read other posts is very for students that struggle with putting their thoughts into words.
    • cinthia_sierra
      cinthia_sierra on 15 Jun 14
       
      This is truly powerful. I had a student who rarely spoke in class, yet the minute I posted a discussion question in regard to the novel To Kill a Mockingbird, he inspired many through his analysis and wowed me as well. I would have never known his insightful perspective had it not been for the power of discussion.
    • natalie_cepeda
      natalie_cepeda on 16 Jun 14
       
      Cinthia, hearing the story of your story is music to my ears! I am glad that even though the student was not able to express vocally their thoughts were heard on Discussion Boards. Another personal testimony that Discussion Boards help students express themselves.
asuarez1

Online Test-Takers Feel Anti-Cheating Software's Uneasy Glare - The New York Times - 11 views

www.nytimes.com/...ng-softwares-uneasy-glare.html

shared by asuarez1 on 16 Jul 15 - No Cached
Gladys Suarez liked it
    • asuarez1
      asuarez1 on 16 Jul 15
       
      What do you think of the use of web-based services like 'Proctortrack' to monitor remote students during tests? Is there a better way to discourage (or minimize) cheating in online courses? Can using this kind of software be justified?
  • a new anti-cheating technology.
  • I felt it was sort of excessive,
  • ...4 more annotations...
  • raised questions about where to draw the line, and whether the new systems are fair and accurate.
  • t requires students to sit upright and remain directly in front of their webcams at all times,
  • Changes in lighting can flag your test for a violation,” the guidelines say.
  • You don’t know what new norms are going to be established for what privacy is.”
  • bhanak on 16 Jul 15
     
    I think this particular tool Proctortrack is excessive. I understand that an online program limits the ability to watch students but I think the program that rates your integrity based on looks, lighting and body moves is too much. I could see the stress of this effecting the outcome of a test. Through the article there were other systems that were discussed that seem to be a bit more fair to both the student and the instructor. As an online student I would be comfortable with the accountability piece but with some limits. I do think as a university they have the right and decision to make on if they put something in place to prevent cheating and what that could be. I know with an increase in online learning that there does need to be something in place to keep students honest.
  • ...11 more comments...
  • juanrubenromero on 17 Jul 15
     
    I think that some sort of monitoring is needed, however, Proctortrack seems a bit excessive. I personally have never had to use a service like this. I do have colleagues that have been monitored during online testing through a webcam, they had to show the room was empty by moving the webcam, and their eyes couldn't stray from the screen. That was just over webcam, no monitoring software was used like Proctortrack. I also think it depends on the course and the professor. I definitely see the need to monitor what someone is looking at and accessing during an online exam, and feel that it is necessary to monitor. I don't know if their is another fair way to monitor online testing. Any one taking an online test without monitoring can easily have access to the internet to search for answers, notes, or even have someone else taking the exam for them. I think a software is needed to monitor otherwise how would you hold a person accountable? We can rely on the persons word, but not everyone is truthful. It is definitely justifiable. Online programs are trying to maintain the integrity of the course and program. By monitoring cheating they are discouraging it and catching any that are cheating. Just like in person testing, we are monitoring students taking the test to ensure they do not cheat. In person, we the teachers are the software monitoring student activity, online test also need a monitor.
  • asuarez1 on 17 Jul 15
     
    bhanak> I agree. Some modifications are fine, but it is excessive. Showing the entire room before the test does not mean that someone can not walk it. Nothing is guaranteed 100% and overdoing it doesn't make it better. It would make me very nervous to not be able to move or I would get "flagged." Then, as the teacher of the course, I would worry that the results of the test would get negative effect! I get nervous during tests without all of that, so imagine what would happen with that camera on?
  • asuarez1 on 17 Jul 15
     
    Juan> I agree with you! How did your colleague feel about being monitored?
  • asuarez1 on 17 Jul 15
     
    https://www.youtube.com/watch?v=GQLdprp2P0Q The link above is a news report about these Anti-cheating software programs. How do you think our program at UT is avoiding this issue all together? What can your online program do to verify student learning and not have to worry about students cheating on a test?
  • juancalvarez on 17 Jul 15
     
    It is very controversial, because universities want to ensure that their graduates do have what it is needed for the job market in order to have a better reputation. In the other hand, having someone view the inside of your home could be a security problem, especially if they have your address. In addition, some test take hours, and you need to go to the bathroom, scratch your foot, or stretch. All test centers are aware that the people taking test do this without cheating. My solutions would be to have test centers. A place where you can pay to go and use one of their computers to do the test. Of course, how many students want to pay extra fees or services? One way to ensure that the person taking the test doesn't cheat (at some degree) is by using the software they mentioned that it won't allow the person to open browsers or applications while during the test, but I would add that at any moment the person taking the test could receive a verification code in their phone. This way, you verify that the person is at the place they are saying they are. This would work because in online courses, usually you don't have classmates living close by.
  • Marie Evans on 18 Jul 15
     
    Online learning is driving the need for project based learning rather than testing as an assessment. If it is important to assess skills such as math, perhaps thinking about using a tool such as collaborate to interact with students and having students produce work in session (like going up to the chalkboard and working out a problem) may provide a better solution than a boxed quiz requiring supervision!
  • Lauren Simpson on 18 Jul 15
     
    I have taken courses online where I had to be "watched" by someone, and felt extremely nervous because someone I did not know was in a sense spying on me. I know that online programs are trying to ensure that their programs are remaining rigorous and that students are being held accountable for the material, but I also don't think that this has to be done with exams. In our program most of the course have a PBL model, like Mrs. Evans has discussed, and I find that to be much more realistic for how you will function in the workplace. I think this is a fundamental question of how educators assess students. Does a quiz/exam really assess a student's knowledge accurately?
  • asuarez1 on 18 Jul 15
     
    Juan, it is my opinion that test centers defeat the purpose of online learning. I believe that the degree I am getting proves what I have learned more through the products! It is direct proof of my learning to show that I am capable to think critically and create a product that proves my knowledge. There is no way to cheat on that and it is reliable. I remember clearly in high school that students who had a great memory to retrieve information would do fantastic on tests but this did not mean that they learned, could analyze, and apply the material they learned. As teachers, it is this critical thinking that we want our learners to leave with and I think we need to start moving away from "teaching to the test." What do you think?
  • bradlampton on 18 Jul 15
     
    Personally I feel that this is a great idea even though it goes in to the privacy life of the test takers. As a fully integrated multi factor bio-metrics behavioral application, Proctor-track provides automated remote proctoring for distance learners taking tests online. This combined solution fulfills the Department of Education's federal mandated standards for identity verification and authentication requirements for distributing Title IV funds. Proctor-track replicates the security of traditional testing centers, while giving students the flexibility to take proctored tests online, anytime, anywhere on demand, with the ease of automation and complete scale ability.
  • asuarez1 on 18 Jul 15
     
    Lauren, as you said, PBL and models like it take the learning and apply it. What could be better than that. Besides, isn't that what we want from our learners? I do not think that a quiz or test adequately proves that a student has learned. Here is a great article about "teaching to the test." It talks about test taking skills not being bad independently, however it talks about the importance of alignment. How do you think PBL aligns with the standards we teach and how can it be better than a test? http://www.greatschools.org/gk/articles/teaching-to-the-test/
  • jfaguilar on 19 Jul 15
     
    I believe now with so much digital technology around us, it has made it easier to retrieve answers for those tests or questions. If students rely on this technology, they essentially "cheat" themselves out of their own education. I do strongly believe that students need to understand the consequences of their actions. As educators, we are responsible to engage them in their learning to understand what they are learning and that cheating is never an alternative.
  • myraguz on 19 Jul 15
     
    I believe the use of this web-based service to be invading privacy and unreliable. Schools that offer online courses cannot always rely on technology to asses if a student is cheating. Just as Mr. Carlton stated, if you are going to offer online learning, you need to find ways to ensure the integrity of the course including test taking. There are other web-based services that offer checking for plagiarism. There are definitely other ways to discourage cheating in online courses. All my online instructors have been doing a great job in informing of the consequences for cheating. The use of that type of software cannot be justified specially when the student feels uncomfortable.
  • Joanna Villarreal on 19 Jul 15
     
    Hi Ana, very interesting article. Being new to online courses, I have to say this is the first I hear of such software or services. I see how it may be justified, but to a certain degree. This particular software is quite excessive I must say. Ms. Choa (first student mentioned in the article) was given the option paying for the software, which she was against (and I would be too if I found myself in that situation) or paying proctor fees. I see how Juan's suggestion of having a testing center available would be another solution for that particular case. You asked if there is a better way to discourage (or minimize) cheating in online courses? It was also stated in the article how other software are being used to prevent students from opening apps or browsers during online exams. I think that would be a better method of monitoring/preventing cheating rather than having Proctotrack labeling/flagging me as a cheater for my poor posture.
jason ford

Arcademic Skill Builders: Online Educational Video Games - 0 views

www.arcademicskillbuilders.com

shared by jason ford on 15 Jun 09 - Cached
  • jason ford on 15 Jun 09
     
    Arcademic Skill Builders are research-based and standards-aligned educational games that offer an innovative approach to teaching basic academic skills. We incorporate features of arcade games and educational practices into fun online games that will engage, motivate, and teach your students.
Fred Kaplan

The Missing Link in School Reform (August 16, 2011) | Stanford Social Innovation Review - 0 views

www.ssireview.org/..._missing_link_in_school_reform

school reform education classroom teaching study statistic pedagogy

shared by Fred Kaplan on 31 Aug 11 - No Cached
  • Fred Kaplan on 31 Aug 11
     
    Study asserting that: 1) relationships between teachers, 2) relationships between principal and parents/community, 3) length of time a teacher has been teaching the same class, and 4) tenure of teacher at the same school are the most reliable predictors of how much students will improve on standardized testing from year-to-year. Was not able to find stats in the article. Was not able to determine if the study was peer-reviewed.
  • Fred Kaplan on 31 Aug 11
     
    Study asserting that: 1) relationships between teachers, 2) relationships between principal and parents/community, 3) length of time a teacher has been teaching the same class, and 4) tenure of teacher at the same school are the most reliable predictors of how much students will improve on standardized testing from year-to-year. Was not able to find stats in the article. Was not able to determine if the study was peer-reviewed.
Merrill Redfern

How Technology Trends Have Influenced the Classroom | MindShift - 8 views

blogs.kqed.org/...-inflitrated-change-classrooms

shared by Merrill Redfern on 26 Mar 14 - No Cached
  • let’s examine which features of society (and media) have changed and then consider what we can do in education to use it as an advantage for learning.
    • Merrill Redfern
      Merrill Redfern on 26 Mar 14
       
      I like the author's approach to this article. Bringing the two worlds together (society and education) with a commonality is an example of thinking forward.
  • As students, we learned to play the game of “know your audience” when it came to writing a paper for a certain professor. Our purpose was writing for writing’s sake. Now we no longer have to limit ourselves to one recipient. Our students have access to a global audience and don’t have to write just to please one teacher. They can write based on what they see and believe to be true.
  • One of the greatest challenges to the classrooms of today is mobile technology. Do we fund a 1:1 program? Allow a Bring Your Own Device policy? Won’t this just add the distraction of the outside world into a classroom?
    • Jose Escobedo
      Jose Escobedo on 28 Mar 14
       
      As a parent, I would not oppose for my daughter to take her tablet to school. She carrys her tablet everywhere and is always reading. This has helped increase her reading skills. I am not saying this works with every child but its time we left the "seat time" concept behind.
    • Merrill Redfern
      Merrill Redfern on 29 Mar 14
       
      Jose - I agree. My 10 year old daughter also carries an Ipad around with her. I would not be against a "bring your own device" policy to school if the proper policies and procedures were in place, even for the elementary level. In a lot of cases, bringing in the outside world into education could be of significant benefit. While working with our school Ipads yesterday, I took a poll in two of my kinder classes on who had some kind of tech device at home (not mom or dads, but their own). More than 1/2 the class raised their hands and proved their skills with a library Ipad. The poll provoked some thought, it is more important than ever to provide 21st Century learning opportunities for the younger grade levels as well.
    • Jose Escobedo
      Jose Escobedo on 30 Mar 14
       
      At first, I had mixed feelings about the "bring your own device" concept until I started learning how to use a digital device in a classroom with the help of my EDTC graduate courses. I had an old school mentality until last semester when my flip phone gave up and I made the transition to a smart phone. This transition made me realize it was time to allow technology in the classroom.
    • Olivia Basham
      Olivia Basham on 31 Mar 14
       
      While I find 1:1 policies laughable (I have yet to see a school district not lose millions of dollars on these kinds of programs), I think that BYOT policies are great, as long as the teacher has some technology (I have a set of netbooks) that students who are without their own device can use. I DO think this brings the outside world into the classroom, but I also think that this is a good thing. And those teachers who find the outside world to be a distraction can still use technology; they just need to use closed systems like Edmodo.
    • Don Martin
      Don Martin on 20 Apr 14
       
      While my students are older than what we are typically talking about here I have tried to incorporate the use of personal electronic devices in the classroom for some time now. For example, I have on occasion sent my students on an internet scavenger hunt for items or information related to the content of lecture. One of the impediments to using personal electronic devices is the disparity of quality and capability based upon cost. To get around that I try to have the students work in groups using whatever devices they have available to them in their respective groups. This also creates an opportunity for collaboration.
  • Araceli Gracia on 27 Mar 14
     
    Merrill, I like the idea of Flipped Teaching, where lessons are recorded and then viewed later in the classroom. I am not sure how I would feel hearing myself give the lesson, but the kids would love it. I am sure my students get tired of hearing me give a lesson, but if I was recorded, they would possibly be more engaged with the lesson simply because I am on the computer. It is very noticeable when we do online activites, compared to just lecture, that they are more attentive. As far as the 1:1 program, I teach 3rd grade, so our district does not "allow" that type of technology in the classroom. Students bring cell phones anyways, but to use them in the classroom is not ok. Budget is always a concern on my campus, so we do not have enough technology, such as kindles and iPads, for every student. We can request them ahead of time, but that is only for the day. I can understand how it may be a distraction in the classroom, like being on other programs or texting with others. However, for the most part, students would do what the lesson call for. They would much rather do the lesson on their phone, kindle, iPad, etc, than on paper. http://www.usnews.com/education/high-schools/articles/2011/07/14/study-emerging-technology-has-positive-impact-in-classroom
  • ...1 more comment...
  • Brenda Wohlfeil on 28 Mar 14
     
    I teach math, and although I don't flip my classes, I provide videos or links to videos for my students to watch at home. Videos have been a good resource for my students, especially those who miss class. My favorite sites for finding videos are Kahn Academy and LearnZillion. https://www.khanacademy.org http://learnzillion.com My school has also banned student devices due to the misuse of them in school. I find it frustrating and would love to hear how other schools have handled students using their own devices to school.
  • eeverett3 on 30 Mar 14
     
    The reason I like videos and links is so that students have access to the learning when they decide to learn it! I see way to many high school students wasting their class time and hope that they have the video or link listed somewhere when they finally see that the lesson was important not...that being said, it is crucial that the lessons we are tying to teach are important! Real world applications again...not just tests.
  • Jeff Blackman on 14 Apr 14
     
    I come from a corporate perspective and would definitely like to bring more of these types of concepts to the adult "classroom" or training situation. I think kids "get it" more, though. I notice that the adults all around our company still have trouble with just basic computing skills. So, while I'd love to adopt more mobile type learning, I wonder how it would be received. For my kids, I think they'd really accept it because they are so used to all of these devices.
ferrari78

Study: Emerging Technology Has Positive Impact in Classroom - US News - 5 views

www.usnews.com/...s-positive-impact-in-classroom

technology classroom study education impact integration computer

shared by ferrari78 on 08 Feb 15 - No Cached
  • Login Welcome, {{name}} Logout Rankings & Advice Education Health Money Travel Cars Law Firms News U.S. News Home education Facebook Twitter Education Rankings & Advice Home Colleges Grad Schools High Schools National Rankings State Rankings High School Notes Blog (function ($) { "use strict"; $(function () { var $metaCurrentState = $('meta[name=current_state_abbreviation]'), $headerSearch = $('#headerSearch-highSchools'), $headerState = $('select[name=bhs-school-state]', $headerSearch), $headerStates = $('option', $headerStates), currentStateAbbreviation = ''; if ($metaCurrentState.length > 0) { currentStateAbbreviation = $metaCurrentState.attr('content'); $headerStates.each(function () { var $state = $(this), text = $state.text(), value = $state.val(); if (text === currentStateAbbreviation) { $headerState.val(value); } }); } }); }(jQuery)); in
  • To meet the needs of her students, Roshan made radical changes to her lesson plans. Using Camtasia Studio, a screen recording and video editing program, Roshan uploaded her lectures to iTunes and assigned them as homework. "We've kind of reversed the whole dynamic of the class," she says. "Instead of lecturing in class, I lecture to them when they're at home, and we work problems together [in the classroom]. I liken it to an English classroom where the kids go home and do the reading and then they come into class and have this lively, engaging discussion."
    • ferrari78
      ferrari78 on 08 Feb 15
       
      Using the Camstasia Studio program is a great and fun way for students to learn from lectures. Here is a link to where you can try it out for free. http://www.techsmith.com/camtasia.html
  • Taught with the video lectures, Roshan's students in the 2010-11 school year scored an average of 4.11 on the AP calculus test, compared to the 3.59 average among her students who took the test and were taught in the traditional classroom setting the year before. And a third of the class—a 10 percent increase from the previous year—scored a 5, the highest score a student can achieve on an AP test.
    • ferrari78
      ferrari78 on 08 Feb 15
       
      Teacher's change in the classroom had a significant positive impact on her student's AP test scores.
  • ...3 more annotations...
  • The report, IT Opportunities in the Education Market, revealed that 78 percent of K-12 teachers and administrators believe technology has positively impacted the classroom and the productivity of students. Roughly 65 percent of educators surveyed also believe that students are more productive today than they were three years ago due to the increased reliance on technology in the classroom.
  • Login Welcome, {{name}} Logout Rankings & Advice Education Health Money Travel Cars Law Firms News U.S. News Home education Facebook Twitter Education Rankings & Advice Home Colleges Grad Schools High Schools National Rankings State Rankings High School Notes Blog (function ($) { "use strict"; $(function () { var $metaCurrentState = $('meta[name=current_state_abbreviation]'), $headerSearch = $('#headerSearch-highSchools'), $headerState = $('select[name=bhs-school-state]', $headerSearch), $headerStates = $('option', $headerStates), currentStateAbbreviation = ''; if ($metaCurrentState.length > 0) { currentStateAbbreviation = $metaCurrentState.attr('content'); $headerStates.each(function () { var $state = $(this), text = $state.text(), value = $state.val(); if (text === currentStateAbbreviation) { $headerState.val(value); } }); } }); }(jQuery)); in
  • Jim Tracy, headmaster at Cushing Academy in Ashburnham, Mass., sees the "process of technology coming into the classroom as inevitable."
    • ferrari78
      ferrari78 on 08 Feb 15
       
      Technology in the classroom is here to stay and students need to learn the necessary tools to not stay behind. Check this video out on how a teacher is using iPads in his math classroom. http://www.jamfsoftware.com/resources/hopkins-public-schools-advancing-technology-in-the-classroom/
  • ferrari78 on 08 Feb 15
     
    This is an article about how a calculus teacher used technology in the classroom to help her students AP calculus test scores increase. I currently teach 2nd grade and I use the digital lessons for math, science, and reading to make the lesson more fun and get more participation from students and it works great. My question to you is, how would you use technology to impact your students learning and productivity in the classroom in a positive way?
  • ...3 more comments...
  • ferrari78 on 08 Feb 15
     
    Everyone that wants to integrate technology in the classroom should watch this.
  • tvisco on 08 Feb 15
     
    Interesting examples. It's weird how if you record a video of yourself teaching, students pay attention but if you stand in front of the classroom, you're boring and invisible. But I accept it because I've watched myself do the exact same thing: a presenter shows a film of themselves and it's immediately engaging even though she's right there on stage in person! I've read some recent criticism of the Khan flipped learning video approach that says students are still learning passively, they're just doing it at home rather than at school. I disagree. As with the videos in our own class, I can watch them as many times as I need to understand what's going on. I like that. I don't think it's "passive" at all. The key seems to be having some work connected to it which is the piece I think some of these critics are missing. We're not watching a video for entertainment - there's always a task connected to it.
  • emrodriguez on 08 Feb 15
     
    I believe that the article you selected is very interesting. I like how the article describes one particular math teacher implementing technology to improve her students' scores. It also gave another side stating that some districts simply don't have the funds to buy technology or that the budget should not be used to throw gadgets to fix certain problems. That teachers in certain areas would be better off getting better training. As with everything else, there are two sides to everything, but I do believe that technology has an effective role in the classroom. When I was a teacher aide for a special education unit, the teacher had me set up a SmartBoard, which proved to be beneficial to the students. A huge task for myself and the teacher was to keep the students on task and not let their disabilities hinder teaching. So after I set up the SmartBoard, the teacher used it during the students' social skills time. During this period in the day, students would learn how to act appropriately with others and the good behavior that was expected of them. By playing educational games against each other, students learned about what the teacher was explaining through a game and how to act accordingly with their peers. It proved to be an effective technology.
  • ferrari78 on 09 Feb 15
     
    Tammy I completely agree with you how if we lecture to students, we're boring and invisible and their attention levels drop. I also remember when I was taking undergraduate courses, I had several instructors that were monotone and they made the class boring. Now, a few times I recorded the lectures and would later listen to them at home and I would get more from listening to the lecture at home than when I sat in class because I am not listening to it for entertainment, but rather to learn for my class. This class is a perfect example. I have to listen to the youtube tutorials on everything we've been learning over and over until I get it.
  • ferrari78 on 09 Feb 15
     
    You're so right, school districts shouldn't throw money to try to fix certain things, but rather use the funds to better train teachers to prepare them for the classroom. My article states that school districts budgets range from $5 million to over $100 million so some districts are able to throw money at new gadgets and technology more than others. Gadgets should be purchased, but only if they are going to be properly used in the classroom to improve student's academic success. As for Smartboard, I'm going to look it up and see if maybe I can use it in my classroom. Good post Emmanuel.
tvisco

How do you use technology to encourage student interaction? - 3 views

citl.indiana.edu/...dir-may2011.php

technology education groups teaching Discussion classroom

shared by tvisco on 07 Feb 15 - No Cached
  • Interaction Age
  • seen additionally as something with which
  • in which “information is
  • ...17 more annotations...
  • and around which, people can interact.”
  • Many of the technologies instructors use to teach have strong presentational elements to them—from providing online readings via Oncourse to creating PowerPoint slides
  • How do we get students to interact with content? 
  • students often think of class content as some sort of inviolate Truth
  • create and edit Wikipedia articles
  • Joseph Pomerening had his Biology students use the touch-screen interface of these tablets to draw visual representations of their solutions to problems, which he could then project to the rest of the class to prompt a discussion of the concepts involved.
  •   Information was delivered via the technology, but the key learning occurred when the students interacted with it and around it during class.
  • promote interaction with content by embedding quiz questions during a presentation. 
  • Answer correctly and the presentation moves forward, but answer incorrectly and the presentation can loop or jump to a segment that clarifies the ideas further.
  • How do we get students to interact around content?
  • Student response systems (or “clickers”)
  • poll students for opinions on key issues.
  • students engage in peer instruction and interact around the content: After presenting a concept, ask a comprehension question that takes some higher-level understanding.  Have students submit an answer via their clickers, and then ask them to convince classmates near them of the correct response before re-submitting their answer. 
    • tvisco
      tvisco on 07 Feb 15
       
      Matthew Stoltzfus demonstrates this technique in his TEDTALK: https://www.youtube.com/watch?v-p8a1dsv5IXo
    • tvisco
      tvisco on 07 Feb 15
       
      Some great ideas. I have a colleague who teaches 4 classes of the same course. She creates groups across her classes so students are motivated to use the online forum for discussion since the students don't see each other in class.
  • Students can use Twitter to create a “back channel” of comments and questions during a lecture, a potentially rich source of immediate feedback. Students can create their own videos on class content—not just as final projects, but as exploratory pieces—and provide feedback to one another using standard tools like YouTube. Students can create “mashups” that combine data from multiple sources to analyze and visualize disparate data.  The most common examples involve overlaying content onto maps—say, the locations of local social service agencies versus local bus routes clients may need to reach them. Students can use wikis to create their own collaborative notes and study guides, using group participation to correct and enhance the guide as it grows from the students themselves.   Similarly, you can “crowdsource” exams by asking students to generate potential questions, refining them through a tool like a wiki. 
    • tvisco
      tvisco on 07 Feb 15
       
      This instructor tried google docs to encourage interaction but decided good old face-to-face worked best: flip charts and postits on the wall of his room - whatever works right! www.edutopia.org/blog/old-tech-teach-thinking--skills-raleigh-werberger
  • tvisco on 07 Feb 15
     
    How can technology help students add depth to their interactions with content and in their interactions with each other? Several ideas are presented in this article with some notes and links that I've added. I'd love to hear your ideas or what you or your colleagues' experiences using technology to aid student interactions with content and with each other have been!
lbanuelos

Integrating Web 2.0 Tools into the Classroom: Changing the Culture of Learning | CCT - 5 views

cct.edc.org/...room-changing-culture-learning

shared by lbanuelos on 14 Apr 14 - No Cached
  • Educators are using Web 2.0 tools to promote new avenues of communication among teachers, students, and the community in ways that can strengthen the community of learners.
    • lbanuelos
      lbanuelos on 20 Apr 14
       
      Communication and collaboration promote learning.
    • Stephen Simon
      Stephen Simon on 01 May 14
       
      Web 2.0 content roadblocks to delivery are obstructions that can be avoided by utilizing tools which place no such restrictions on student access. Here is a link to some of those resources: http://www.jogtheweb.com/run/6fHHrXqPLFpm/Web-20-No-Registration-Necessary
  • lbanuelos on 14 Apr 14
     
    This report represents the finding from a two-year investigation on how Web 2.0 tools and social networking technologies support teaching. One of the things I found most interesting is that instructors are using these tools to incorporate parents into the learning process. Research suggests that parent involvement has a positive effect on academic performance. How are you connecting parents to the classroom? http://www.education.com/reference/article/benefits-parent-involvement-research/ http://www.childtrends.org/?indicators=parental-involvement-in-schools
  • ...7 more comments...
  • lbanuelos on 14 Apr 14
  • eeverett3 on 14 Apr 14
     
    Great articles! Increased parent involvement and web 2.0 tools to increase communication! Everyone take note that "ease of use" was a major factor in wether or not teachers would use a new tool! We have to make this easy for our teachers...
  • Araceli Gracia on 14 Apr 14
     
    Elizabeth, I am guilty of being one of those teachers that is all about the "ease of use". If it is something that takes too much time, I will just find another tool that is quicker. Thankfully through this class ,I have learned so many tools that not only I, but my students can use in the classroom and at home. One of the problems that I had encounter in the past is having sites blocked by our school district. The Web 2.0 tools that I have recently used in my class have not been blocked so it is great to be able to share them with my students. Having the technology to communicate with parents and students is another plus. There can be many ways to communicate with parents even if it is a simple email. I have many parents who ask me to email them instead of calling because that is just a better way of communication for them. Merrill had mentioned a website last week called Kidblog. Having students participate in this is a perfect example of how technology is being used outside the classroom.
  • Jeff Blackman on 14 Apr 14
     
    To date, my kids' teachers have not used any type of Web 2.0 tools to allow for us (parents) to get involved. That's not to say that they don't involve us in other ways but I can definitely see some potential there. Outside of school, I have found it interesting that the stage manager of a play my son is in uses Shutterfly as a way to communicate with the cast and parents. We get reminders, participate in discussion boards, sign up for things, get a calendar - all within this site she has set up. It's pretty cool and definitely helps me as a parent to know what is going on. I'd always thought Shutterfly was just for photos so it was very enlightening to learn about this whole new functionality.
  • Merrill Redfern on 15 Apr 14
     
    Our campus supports the use of Twitter and Facebook for parent communication. In fact, our PTO has their own Facebook page in which they communicate all activities and upcoming events and encourage parent questions. In addition, each grade level has their own closed Facebook page where they communicate to parents about field trips, special occasions and post pictures of students hard at work. This is not the only form of communication. The teachers continue to send out flyers and documents home with their students. Personally, I maintain a Twitter account for our Library. I tweet (still so weird to use the word "tweet") information such as new book arrivals, facts/history about the library, and advertise book fairs/club etc. http://www.educatorstechnology.com/2012/06/ultimate-guide-to-use-of-facebook-in.html
  • lbanuelos on 17 Apr 14
     
    Yes Elizabeth, ease of use is a must but with so many web 2.0 tools out there, finding one shouldn't be an issue. I also believe that fear of change is another factor that should be considered. So many professionals are not happy about change. They need to be shown the benefits of these new technologies and provided a support system to help them adapt. Besides teachers, parents may also have reservations about technology. I believe that if parents are exposed to technology when their children first start school (pre-k), they will be less resistant as the years go by. Jeff, my son's school doesn't use any tools either. I still get notices by paper. I can contact the teacher by email but that is about as high tech as it gets. I never thought about Shutterfly as a communication tools. I'd like to see the same type of initiative at our local school district. I believe that it will enhance parent participation. Merrill, I like that your campus supports Twitter and Facebook for parent communication. That's great that you maintain a twitter account at your library to let students know about new arrivals. If you tweet them, they will come.
  • Brenda Wohlfeil on 17 Apr 14
     
    Interesting! Last year, I introduced Edmodo to the middle school students. I used it mainly to post assignments and interesting links and videos. However, it seemed that students only used it about 50% of the time and the parents were unaware of the parent accounts (even though I had sent a paper home). So this year, at a mandatory technology parent meeting, I presented a PowerPoint to parents about Edmodo and how to register for an account. I really wanted the parents involved. Especially since late homework is an issue in our school. I can say that for the parents that use Edmodo, their children rarely miss handing in homework. Those parents are also greatly appreciative of my efforts in keeping them in the loop. I agree that parent involvement has a positive effect on academic performance, and informing parents is a good thing.
  • Don Martin on 20 Apr 14
     
    Unfortunately, in my arena connecting parents to the classroom isn't really an option or a concern. I teach at the college level and while many of the things we discuss in this class are applicable at every level of instruction the idea of parental involvement is not an option when we are working with adult learners. Collaboration, engagement, web 2.0 technologies, and so much more that we have talked about are universal concepts in education but by the time they reach me the time for parental influence has passed. Hopefully their parents have had some interest in their education but at the college level I can't even share any of their education history or information with their parents without express written consent from the learner.
  • Jose Escobedo on 20 Apr 14
     
    I am not well versed on what is allowed in the classroom as far as technology but if it's easy and fun to use why not implement the Web tool.
cinthia_sierra

Five Ways To Bring Technology into the Classroom Without the Gadgets | Alisa ... - 7 views

www.huffingtonpost.com/...without-gadgets_b_5324611.html

education technology classroom

shared by cinthia_sierra on 15 Jun 14 - No Cached
  • Technology was originally idealized as the panacea for our nation's "failing schools"
  • The reality is in the middle: Technology is not a panacea, but used effectively and implemented purposefully, it can help transform how our children experience school.
  • For us, having our students engage in real-world learning experiences is a priority, so we utilized technologies like video-conferencing that enabled making those connections.
  • ...6 more annotations...
  • at the iSchool we leveraged teachers' strengths by having some focus more on planning and curriculum development, some focus more on online course design, some on facilitating our challenge-based courses and some supporting struggling students.
  • Schools can combine resources to offer more Advanced Placement or credit recovery courses.
    • cinthia_sierra
      cinthia_sierra on 15 Jun 14
       
      This quote almost relates to the quality for quantity conception in education; it is not enough to use random technology without a purpose. Think about classes you've observed or reflect on your own: is technology use productive?
    • Cynthia Rios
      Cynthia Rios on 16 Jun 14
       
      There have been some classes which I have observed where the teacher is using technology but not the students. Technology is sometimes being used for the sake of using it and is not enhancing the students learning.
    • Lucretia Human
      Lucretia Human on 17 Jun 14
       
      True integration happens when technology supports the learning outcome goals. It must aid in the 4 key components of learning: active engagement, group collaboration, frequent interaction and feedback, and a conncetion to the real-world. Watch the following video to see how one school integrateds technology into every facet of learning. http://youtu.be/xCcwOmFF0HM
    • Lucretia Human
      Lucretia Human on 17 Jun 14
       
      True integration happens when technology supports the learning outcome goals. It must aid in the 4 key components of learning: active engagement, group collaboration, frequent interaction and feedback, and a connection to the real-world. Watch the following video to see how one school integrated technology into every facet of learning. http://youtu.be/xCcwOmFF0HM">http://youtu.be/xCcwOmFF0HM">http://youtu.be/xCcwOmFF0HM
    • cinthia_sierra
      cinthia_sierra on 15 Jun 14
       
      Consider your content area and former lessons and discuss how video conferencing can be utilized to maximize learning.
    • Cynthia Rios
      Cynthia Rios on 16 Jun 14
       
      I teach 8th ELAR, and we read Night by Elie Wiesel as part of a Holocaust unit.  It would have been amazing for my students to video conference with a actual Holocaust survivor.  This would have given them even deeper knowledge on the Holocaust.
    • cinthia_sierra
      cinthia_sierra on 15 Jun 14
       
      Would this even be possible at your district/school? Elaborate
    • Cynthia Rios
      Cynthia Rios on 16 Jun 14
       
      I don't know if this would be possible at my school.  Unfortunately, many veteran teachers are not as open to change.
    • cinthia_sierra
      cinthia_sierra on 15 Jun 14
       
      This would prepare students for online classes at the post-secondary level.
    • Lucretia Human
      Lucretia Human on 17 Jun 14
       
      I think that students would be helped by experiencing different teachers and teaching styles in order to have a well rounded learning experience. Sometimes students get very comfortable in a school with familiar surroundings and prior knowledge of teachers. When placed in this kind of atmosphere, the student will need to adjust and focus on the material being presented and the presenter.
    • Lucretia Human
      Lucretia Human on 17 Jun 14
       
      I think that students would be helped by experiencing different teachers and teaching styles in order to have a well rounded learning experience. Sometimes students get very comfortable in a school with familiar surroundings and prior knowledge of teachers. When placed in this kind of atmosphere, the student will need to adjust and focus on the material being presented and the presenter.
  • cinthia_sierra on 15 Jun 14
     
    Using technology wisely in order to improve instruction
Sean Getchell

10 Specific Ideas To Gamify Your Classroom - - 5 views

www.teachthought.com/...how-to-gamify-your-classroom

Gamification edtech classroom gbl

shared by Sean Getchell on 15 Jun 14 - No Cached
  • Games are one motivator that almost all kids are responsive to. Many teachers have had the experience of asking students to stop playing games such as Angry Birds during class. However, it can be rationalized that games can be a very strong motivator for students when the same game elements are applied in an educational context.
    • Sean Getchell
      Sean Getchell on 15 Jun 14
       
      As a teacher, have you ever tried to incorporate any gamification techniques? If so, how were they received?
    • noramedrano
      noramedrano on 16 Jun 14
       
      As a second grade teacher, I have incorporated the ramification technique: I allow students to make corrections on their work when it has been checked. Students make corrections to their mistakes in order to learn form that and avoid it on the next assignment.
    • Cynthia Rios
      Cynthia Rios on 16 Jun 14
       
      Some gamificaiton techniques that I have incorporated in my classroom are giving students multiple opportunities and giving students a choice when it comes to demonstrating their understanding at the end of a novel. I give my students a choice board with nine different projects they can complete. Student really enjoy it when they are given autonomy.
    • crystallee530
      crystallee530 on 23 Jun 14
       
      Unknowingly and surprisingly, I have incorporated a few gamification techniques. This school year, I have given my students more voice and choices in how they show their understanding on projects. I usually give them 3-4 options such as PowerPoint presentation, Prezi, video, song, or Powtoon. I have noticed that the majority of students flock to the option they are most comfortable with and that's usually PowerPoint. For this coming up school year I plan to remove PowerPoint as an option on a few projects to encourage students to try new things. I found this article very interesting and I plan to use the techniques stated in the classroom this year.
  • Like in video games, students should be allowed second chances. When a challenge is failed in a video game, users are able to learn from their mistakes, try again, and succeed. The same concept can be applied to the classroom, as students should be able to try an assignment, either succeed or fail, and try again. Students who succeed right away have the choice to either move on to a new challenge, or try to raise their score.
    • Sean Getchell
      Sean Getchell on 15 Jun 14
       
      While I understand wanting to teach students responsibility and that they need to get their work done in a timely fashion, I can also see the benefit to giving students multiple opportunities to try certain assignments that they may have difficulty with. Do you think this is something you might try? If not, why not? I can see this from both sides of the coin, so I wanted to get your thoughts on the matter.
    • natalie_cepeda
      natalie_cepeda on 16 Jun 14
       
      I am all for giving students more opportunities to succeed in their assignments. This year, I would allow students to first try the assignment on their own. If they had difficulty, I would ask then to come in on Fridays for Study Hall. In Study Hall, I would provide one-on-one instruction to the student with the assignment and try to present the information in a different manner. If it got to the point that the student could not complete the assignment, then I would assign a modified assignment and monitor their progress.
    • Cynthia Rios
      Cynthia Rios on 16 Jun 14
       
      I give my students multiple opportunities because my main goal is for them to learn and master the objective. I do not take grades on unfinished work or work that has not been turned in because it is not an indicator of the students' progress in my class, instead I ask them to come in during their lunch period and I reteach or go over whatever has them stumped. There are teachers that might not agree with this, and I do understand the importance of teaching students responsibility, but I think giving students the opportunity to master an objective is more important.
  • In games, users usually have levels or progress bars that indicate how well they are doing in the game. Gamified classrooms can implement similar elements which indicate how far along students are, and how close they are to reaching the next level. Instead of issuing grades or percentages, teachers can either issue progress bars to students, or allow them manage their own. With each completed assignment, test, or project, a certain amount of points can be added to their progress bar, bringing them closer to reaching the next level.
    • Sean Getchell
      Sean Getchell on 15 Jun 14
       
      How do you let students know their progress in a course? Is it just a grade? Or is there a creative way you keep them interested in progression through the course? What is a gamification technique you would like to try in your own classroom?
  • Sean Getchell on 15 Jun 14
     
    How many have you have tried to incorporate gamification techniques in your classroom? Have they been successful? Please describe your experience, and how do you think you could improve your initial attempt?
natalie_cepeda

What are Discussion Forums and How do They Enhance Learning? - 21 views

In your first Diigo Group post, please summarize your understanding of the Discussion Board and discuss how you could use this in your classroom to deepen learning. From personal experience, I hav...

technology education classroom pedagogy

started by hillaryparrish on 05 Jun 14 7 follow-ups, last by natalie_cepeda on 14 Jun 14
candacejames07

ISTE | Technology leaders: Do you have the Tech Trinity of Expertise? - 3 views

www.iste.org/...articleDetail

shared by candacejames07 on 17 Jul 15 - No Cached
Gladys Suarez liked it
  • This evolution brought about the need for a technology coordinator, a person within the district — and again, usually the teacher who knew most about computers
    • candacejames07
      candacejames07 on 17 Jul 15
       
      Does your campus or district have a technology coordinator? I have just taken the role as the technology coordinator for our campus.
  • 1. Technical. This type of expertise refers to working knowledge of the systems, networks, security, software and devices used throughout the district. 2. Administrative. These skills include the ability to gain consensus, collaborate, plan projects, manage staff (internal and/or external), budget and address procurement. 3. Instructional. This is the understanding of the curricular, instructional and assessment needs of the classroom, as well as the professional learning needs of educators. This is the top of the trinity and arguably the most difficult to find in technology leaders with strong technical and administrative skills.
    • candacejames07
      candacejames07 on 17 Jul 15
       
      As an educational technologist or Master Technology Teacher, which one of these skills do you believe to be your strength? weakness?
  • The point of the tech trinity is not that all technology leaders are masters of all three areas of expertise, but rather that districts and technology leaders recognize the significance of this trinity and work to improve their deficiencies.
    • candacejames07
      candacejames07 on 17 Jul 15
       
      How are you improving your technology deficiencies?
  • ...2 more annotations...
  • I lack the experience of being a daily instructor in the classroom.
    • candacejames07
      candacejames07 on 17 Jul 15
       
      How many years of experience do you have as an educator? 
  • Establish a vision for technology.
    • candacejames07
      candacejames07 on 17 Jul 15
       
      What is your vision for technology for your campus or district?
  • Marie Evans on 18 Jul 15
     
    Very good annotations! Sadly, this is the area where K-12 usually falls short. They all understand the importance of technical, making everything work. The issue is in staff development and continued support for administration and faculty. It is not enough to provide a campus technology position but the need for a coordinated plan throughout the district is imperative.
  • ...4 more comments...
  • Lauren Simpson on 18 Jul 15
     
    I am my campus's technology coordinator, which is challenging since I am also a classroom teacher. I feel that my strengths are the technical and instructional aspects of the trinity. Since I am only at the campus level, I really just facilitate the admin portion that is centrally controlled by my district.
  • asuarez1 on 19 Jul 15
     
    Lauren, a campus technology coordinator is a full time job. How do you balance that and teach in the classroom? Our campus has a technology coordinator and a tech center where someone is there to help the students and teachers before, during, and after school. We could not live without them!
  • candacejames07 on 19 Jul 15
     
    Maria - Yes, staff development is very important, but admin neglect to see technology professional development as a priority. With that being said, our campus has found that one of the most valuable resources are our teachers. Our teachers have attended many trainings and programs on their own time, therefore, they are very knowledgeable. If admins would coordinate a time and place then those teachers could share what they have learned with the rest of the campus about technology. Maria, just this week I tried to communicate with the district person and ask her about district goals and initiatives and communicate with me. The coordinator turned my question into something completely different and never answered the question. I am hoping we can form some type of communication between the district level and campus levels.
  • candacejames07 on 19 Jul 15
     
    Lauren - Wow! How do you manage to do both jobs? I bet you have great leadership skills, even though you feel like your hands are tied. How many years have you been the technology coordinator? Any tips for someone like me since this will be my first year?
  • candacejames07 on 19 Jul 15
     
    Ana - Does the technology coordinator work specifically with teachers at one time then students at a different time? What are some tools that the coordinator teaches you during the lab sessions?
  • Lauren Simpson on 19 Jul 15
     
    This will be my second full year being the tech coordinator. I balance it very carefully, thankfully my school is small (9 teachers and 4 office staff). Part of balancing is that I get time during our staff meetings to do some refreshers and other teaching points for the staff which helps tremendously. The rest I just find a way to do it. Some tips are be explicit in instructions, and provide visual documentation to help the less tech savy people and always go slow when presenting new tech, just like you would when presenting a new topic to students.
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