1 Day
3/5/12 9:21 PM
Lauren Schwartz added Kimber Brown to this conversation
3/5/12 9:21 PM
Lauren Schwartz added Becky Navarro, Merriam Oliver to this conversation
3/5/12 9:21 PM
Hi ladies!!
Kimber Brown
3/5/12 9:22 PM
hola
3/5/12 9:22 PM
I will be right back while we wait on Becky.
3/5/12 9:22 PM
ok...sounds good
3/5/12 9:23 PM
reading what dr. s said in the convo and what the blog entry didn't include is references...so i don't have any ready
3/5/12 9:24 PM
on a side note...did yall see that module 4 isn't due until 4/20..haha
3/5/12 9:25 PM
Yea, I don't have references either. It didn't ask for any. And yes, I saw that from Dr. Rice.
3/5/12 9:25 PM
Super excited that it's not due during Spring Break
3/5/12 9:26 PM
me too!...i can breathe....prom stuff is already driving me crazy...its been a monday...lol
3/5/12 9:27 PM
I couldn't imagine prom... it was hectic enough just being on the committee in high school.
3/5/12 9:28 PM
So, random question... we were supposed to find positives about the video correct? It didn't really say find negatives, but we were supposed to think of a different way each tactic could be implemented...
3/5/12 9:28 PM
Yes.
3/5/12 9:29 PM
Okay, I ended up talking about negatives also.
3/5/12 9:29 PM
Kimber, are you just going to copy and paste fom the part that we start talking about the assignment and just paste that in to one blog?
3/5/12 9:30 PM
ok read it! how are we going to do it then, discuss and then post as a whole? It didn't mentioned we needed references
3/5/12 9:30 PM
I don't have references...
3/5/12 9:31 PM
none of us do...so I think we can just chat about it
3/5/12 9:31 PM
Yes, Kimber is going to post it as a whole. And no one has references because it didn't ask for it and it doesn't seem to be something that needs references
Kimber Brown
3/5/12 9:31 PM
sorry i'm here now
3/5/12 9:31 PM
i'm going to refrence the video
3/5/12 9:31 PM
K, then I say copy from there so we don't get all the side talk at the beginning. Haha!!
3/5/12 9:32 PM
K
Kimber Brown
3/5/12 9:32 PM
ok
3/5/12 9:32 PM
So we all watched it right?
3/5/12 9:32 PM
I did.
Kimber Brown
3/5/12 9:32 PM
what did you think about it?
3/5/12 9:32 PM
Yes. Cute lesson, I did a lesson with my 5th graders over physical and chemical reactions.
3/5/12 9:33 PM
yes.. I think it is a good video that explains the difference between physical and chemical changes
3/5/12 9:33 PM
I like the whole idea that someone else did it and I could show an easy experiment that could be easily replicated...but I would have liked some talking to go along with the steps and examples of physical
Kimber Brown
3/5/12 9:33 PM
Personally I felt like it was okay as supplemental or as an introduction to the topic, but not good for the teaching of the lesson itself
3/5/12 9:33 PM
I really liked that she gave multiple examples with the paper... with the lesson I did the kids had trouble grasping that cutting was still physical as opposed to balling it up and crinkling the paper because the paper did technically change (got smaller).
Kimber Brown
3/5/12 9:33 PM
it was more like an attention grabber. although there were several examples of physical change there was only one example of a chemical change.
3/5/12 9:33 PM
It showed 3 examples of physical and only 1 of chemical....and there are several more under chemical
3/5/12 9:33 PM
Agreed, great intro to a lesson.
3/5/12 9:34 PM
My son who is a 6th grader thought I was a good video that he actually had a very good teacher that explained that concept good, but that many his age need further explanation and this video could be one
3/5/12 9:34 PM
I also wished there were more chemical examples Merriam.
3/5/12 9:34 PM
And talking would have benefited the video greatly... even just talking to go along with the words so you reached auditory and visual learners.
Kimber Brown
3/5/12 9:34 PM
i think it would be great to use as an example for a summative project. Just to give kids some ideas of what they could turn in to demonstrate what they learned
3/5/12 9:34 PM
Maybe more chemical examples could be a way we could change the lesson
3/5/12 9:34 PM
I think it would work for the first teaching of these concepts...but a more in depth video is needed in later courses
Kimber Brown
3/5/12 9:35 PM
Lauren I totally agree about the words. There must be more for the auditory learners
3/5/12 9:35 PM
Agreed, I got somewhat bored just reading so much... too much text.
3/5/12 9:35 PM
I agree Lauren with the auditory and visual learners
3/5/12 9:35 PM
The definitions were also good because they were simple and to the point, easy for students to understand and grasp.
3/5/12 9:36 PM
it could have helped for her to read out aloud the text for auditory and also those that struggle with reading
Kimber Brown
3/5/12 9:36 PM
I personally might create a QR code linked to the video and have the students watch it and tell me what they think about it
3/5/12 9:36 PM
I also didn't like that the text was blurred, it made me squint sometimes to make sure it wasn't just me.
3/5/12 9:36 PM
Great idea Kimber!
3/5/12 9:36 PM
I think it could be great to to nix the words...and use as a quiz...4 examples, for questions of physical vs chemical
3/5/12 9:36 PM
the text was also fast.. I ran out time when reading
3/5/12 9:37 PM
Me too Becky
3/5/12 9:37 PM
I wrote that I thought pairing this with something like wallwisher would be good for students to give their own examples of physical and chemical reactions after reading the definitions and seeing the examples that were given.
Kimber Brown
3/5/12 9:37 PM
i like the idea of pairing up QR codes linked to videos and handouts and have students access them as part of their homework or text reading
3/5/12 9:37 PM
Lauren I really like how you said "their reactions" this shows the students that you care about their opinions.
3/5/12 9:37 PM
I like that pairing idea since there are numerous examples of each they could describe
3/5/12 9:37 PM
It is a good lesson, but could change a bit to make it better
3/5/12 9:37 PM
That, or what I would personally do with this video is embed it in a glogster and use just the examples, not text and have the text in the glogster so that the students could read it, watch the video, etc. and have voice to go along with it.
Kimber Brown
3/5/12 9:38 PM
I would like to see students making text to self connections and giving some examples of their experiences with these types of changes.
3/5/12 9:39 PM
I also put, as foar as other ways it could be implemented (other than the glogster or wallwisher idea), that a checklist be given at the end for students to check off whether something was chemical or physical and that could be taken as either a quiz grade or just a summative assessment.
3/5/12 9:39 PM
The text was good, I think she made a good job with the definitions, I guess what is to add at the end of the lesson is up to us depending on how our students learn
3/5/12 9:39 PM
Agreed Kimber, maybe have the students make their own videos in groups afterward, but definitely with supervision since most chemical reactions would need supervision.
Kimber Brown
3/5/12 9:40 PM
i personally like for kids to not only learn what it means but relate it to real life for them. how can they connect to the information personally
3/5/12 9:40 PM
Agree!
3/5/12 9:40 PM
Me too Kimber. Connections to real-world I think is the best way for students to learn because they make those connections.
3/5/12 9:40 PM
Agreed.
3/5/12 9:40 PM
should we now discuss questions #2?
3/5/12 9:40 PM
What did y'all think about the chart and where things fit there?
Kimber Brown
3/5/12 9:41 PM
Q2 Identify what your team think which contributes most to the effectiveness and appeal of the lesson.
3/5/12 9:41 PM
I thougt it was engaging... and not just to the pyromaniacs
3/5/12 9:42 PM
I liket the fact that it was short, sweet, and to the point
3/5/12 9:42 PM
Keeping the students focused yet engaged
Kimber Brown
3/5/12 9:42 PM
It was short, but do you think it could have been a bit longer to demonstrate in other contexts... or do you think the user would lose the message
3/5/12 9:42 PM
that is question 1, questions 2 is: 2. For each tactic you identify, think up a different way that tactic could have been implemented, and discuss it. For example, should Wiki, Blog, Video, or any multimedia instruction be implemented?
3/5/12 9:43 PM
I think the length was good as an introduction and that the examples were great.
3/5/12 9:43 PM
I think it could have used a few more demonstrations adding depth...but nothing beyond
3/5/12 9:43 PM
Agreed Merriam.
3/5/12 9:43 PM
For question 2, I suggested wallwisher, glogster, or quizzing/checklists after the lesson. Also, I think students "blogging" about their opinions of the lesson and their ideas about physical and chemical would be great, especially something like twitter where it's shortened and not lengthy responses.
Kimber Brown
3/5/12 9:43 PM
actually becky question 1 wasn't listed as a question...it said, "see if your team can spot any weaknesses or ways to improve the effectiveness of the lesson, and discuss them."
3/5/12 9:43 PM
Especially since 3 physicals were demonstrated and only chemical was shown
Kimber Brown
3/5/12 9:43 PM
then Q2 was actually Q1.... get what i'm saying
3/5/12 9:44 PM
I agree with the blogging for reflection on the lesson
3/5/12 9:44 PM
and I think we kind of discussed question# 2 by adding a quiz or checklist at the end. I liked that checklist idea.. it helps our students organize information
3/5/12 9:44 PM
Checklists are great!
Kimber Brown
3/5/12 9:45 PM
I like bloggin too or just a online polling with polleverywhere.com? It could be annonymous and confidential
3/5/12 9:45 PM
Becky, what were your thoughts on question 2?
3/5/12 9:45 PM
I love polleverywhere.
3/5/12 9:46 PM
And also, I like creating crosswords and puzzles for the students or allowing them to create their own wordle/tagxedo about topics after they are taught. To me, it's a fun way for them to show what they know without just having to mark answers.
3/5/12 9:46 PM
Are we ready for question 3?
3/5/12 9:46 PM
Lauren: maybe having our students experiment too of course, with supervision
Kimber Brown
3/5/12 9:46 PM
what about a slideshow or podcast to show the task generalized over different areas
3/5/12 9:47 PM
Yes Becky, my 5th graders loved experimenting!
3/5/12 9:47 PM
With supervision, they could create their own videos demonstrating these changes
3/5/12 9:47 PM
The good thing is that the lesson we found was a multimedia/video so that is taken care of to engage our learners
3/5/12 9:47 PM
Great idea Merriam!! That way the teacher could even use those videos later for teaching or to show examples of previous projects.
Kimber Brown
3/5/12 9:48 PM
in order to have a good conceptual understanding they must not only memorize the terms but be able to demonstrate it in a variety of settings. Perhaps they could pick a setting and in groups report on a physical and chemical change that takes place
3/5/12 9:48 PM
Yes, use them like mini chapters of the lesson...moving from solids to liquids and gases possibly
3/5/12 9:48 PM
great ideas!
3/5/12 9:49 PM
I think we've covered 1 and 2 now, agreed?
Kimber Brown
3/5/12 9:49 PM
agreed
3/5/12 9:49 PM
Okay, so for question 3...
3/5/12 9:49 PM
agreed!
Kimber Brown
3/5/12 9:49 PM
Q3 How does each tactic apply to the Particulars and Generalities based on the type of knowledge your team identify?
3/5/12 9:49 PM
I thought they pretty much stayed in the particulars column since it was facts, examples, and demonstrations...
3/5/12 9:50 PM
Agreed, the video stayed with in particulars...but with our added suggestions it would move into the generalities
3/5/12 9:50 PM
I think all tactics apply because examples, facts, information, and demonstrates are presented all at once
3/5/12 9:50 PM
The paper would be examples, the definitions would be the facts and information, and then the showing of the changes would be the demonstrations.
3/5/12 9:51 PM
I agree Merriam that they would cross over to generalities with our suggestions, but I didn't feel that this video alone did.
3/5/12 9:51 PM
what honestly I don't understand is generalities... can someone give me an example
3/5/12 9:51 PM
No...I do not feel it did either.
3/5/12 9:51 PM
However, it did cover both descriptive and productive particulars.
3/5/12 9:51 PM
Yes, I was just looking at that
3/5/12 9:52 PM
To me, it seemed the generalities would fall more under rules of english, rules of math, principles, that sort of thing.
3/5/12 9:52 PM
Descriptive and productive particular yes...what about generalities.. concept it does
3/5/12 9:52 PM
More of the "law" type things.
3/5/12 9:53 PM
Does that make more since Becky?
3/5/12 9:54 PM
wouldn't that end statament of "chemical reactions can't go back to previous state" or something like that let me read it again.. but wouldn't that be a principle?
3/5/12 9:54 PM
didn't it say in most cases ??
3/5/12 9:54 PM
I thought that would fall more under information or instances, since it said most
3/5/12 9:55 PM
im not certified in science....but i am teaching it this year for 8th grade...and it was a "law" they had to learn through c-scope
3/5/12 9:56 PM
I know.. it's hard to classify since I am not a science major, but I was thinking of it like that..
Kimber Brown
3/5/12 9:56 PM
well the information is a critical skill that needs to be learned so they can move onto more complex science skills later
3/5/12 9:56 PM
yes kimber that is for sure
3/5/12 9:57 PM
I don't think that would fall under a rule, procedure, or principle... more of information .
Kimber Brown
3/5/12 9:57 PM
a pre-requisite skill if you will
3/5/12 9:57 PM
I agree Kimber.
Kimber Brown
3/5/12 9:57 PM
so that way it would fall under generalization right
3/5/12 9:58 PM
because we are saying the studnet must demonstrate mastery of this pre-requsite skill in order to understand new skills in differnet setting sin the future.
3/5/12 9:58 PM
ok saw it again, I guess the word she used is "usually"
Kimber Brown
3/5/12 9:58 PM
wow i look like i've been tippin the bottle
3/5/12 10:00 PM
I could see it fitting as a concept possibly, but still think the lesson stayed in the particulars column.
3/5/12 10:00 PM
So, after this Kimber will post, we will respond, and then Kimber you do the research by Sunday correct?
3/5/12 10:01 PM
What do we respond to since we discussed?
Kimber Brown
3/5/12 10:01 PM
sorry potty
3/5/12 10:01 PM
oh...nm...duh
3/5/12 10:01 PM
Merriam, I think you're right... this is the discussion.
3/5/12 10:02 PM
Ok, I was just thinking that it could since students need to know that it is a "law", if students recognize laws so they can implement their knowledge in different forms
3/5/12 10:02 PM
sorry a little late
Kimber Brown
3/5/12 10:02 PM
like last semester you need to check what i've reported and make sure it's an accurate reflection of what we talked about
3/5/12 10:02 PM
Im so confused...are we talking about responding to her research or the post?
3/5/12 10:02 PM
I think you can't add that potty Kimber LOL
Kimber Brown
3/5/12 10:02 PM
3/5/12 10:02 PM
got it
Kimber Brown
3/5/12 10:02 PM
then i will post research and you respond by next sunday
3/5/12 10:03 PM
To this Merriam... or at least that's what I was talking about.
3/5/12 10:03 PM
Merriam: Kimber asked and she said it was up to us so we decided to post our discussion instead of individually posting
Kimber Brown
3/5/12 10:03 PM
i need to post research by this coming sunday and final summary is next sunday?
3/5/12 10:03 PM
good deal..i saw on fb rachel had asked the same on the group page
3/5/12 10:03 PM
I know last semester I had gotten points off when the person that posted the discussion didn't post my references, but in this case... I think we just need to look over it, make sure you answered all 3 questions so that dr. shannon can see it, and then just respond to the research.
3/5/12 10:04 PM
I know and she did get an answer through fb wondering if she got an answer after all
3/5/12 10:04 PM
Okay, so we're done for the night, and now we just wait for research correct?
3/5/12 10:04 PM
correct?
Kimber Brown
3/5/12 10:04 PM
yes... by sunday?
3/5/12 10:04 PM
is that part correct?
3/5/12 10:04 PM
Yes Kimber. I believe so.
3/5/12 10:05 PM
i believe so
3/5/12 10:05 PM
will you then post our discussion by tomorrow ?
3/5/12 10:05 PM
This thing is due by tomorrow though.
Kimber Brown
3/5/12 10:05 PM
i will do it after school tomorrow. i have the rest already just have to plug it in
3/5/12 10:05 PM
what do you suggest i do research on?
3/5/12 10:06 PM
btw I know now that Dr. Rice is giving us a "spring break", what about Dr. S?
3/5/12 10:06 PM
The only thing we have for Dr. S during spring break is respond to this research.
Kimber Brown
3/5/12 10:06 PM
yep
3/5/12 10:07 PM
Kimber, maybe just lesson adaptations or lesson improvements...
3/5/12 10:07 PM
really so week 7 won't be spring break?
3/5/12 10:07 PM
Ways to "spruce" up a lesson with added interactive technology.
Kimber Brown
3/5/12 10:07 PM
but i gathered from Dr. Rice's post that although there is an extension on the 4th assignment the rest would follow right behnid
3/5/12 10:07 PM
yes...she said to keep an eye out the rest of the week for more modules
Kimber Brown
3/5/12 10:07 PM
okey dokei
3/5/12 10:07 PM
I know..
3/5/12 10:08 PM
We'll have 2 weeks in a row with Dr. Rice after spring break I think.
Kimber Brown
3/5/12 10:08 PM
okay so good night for now
3/5/12 10:08 PM
thank you ladies!
3/5/12 10:08 PM
just so yall know..i will be in prom all day sat...going to corpus sun...and flying to chicago for the week...fb will prob be best way to get ahold of me if anything is needed or due
3/5/12 10:09 PM
gn
3/5/12 10:09 PM
Okay sounds good, good night ladies!! Have a good spring break!!
3/5/12 10:09 PM
you too!
3/5/12 10:09 PM
thank you sounds good! Have a nice spring break!!! Counting the days till....
1. Identify what contributes most to the effectiveness and appeal of the lesson.
We pretty much agreed that the lesson was cute and did a good job at explaining and demonstrating the differences between chemical and physical changes. We liked that it was an easy experiment and could be replicated easily. We all stated that the text was too much and it needed some talking to make it more engaging and keeping the viewer connected long enough to get the content of the video. We stated that we thought the video was a good supplemental video or video to introduce a concept.
Liked multiple examples of physical changes. we felt like there could have been at least one more example of chemical change
Becky stated that her 6th grade son liked the video, but like many kids her son's age, he still needed further explainations. She said this video could be used for that purpose.
Lauren stated that the author should have considered more learning styles.
Lauren said she was bored and the video needed less text.
Becky said the text should have been read aloud
I suggested the video could be embedded into a textbook reading assignment with a QR code.
2. For each tactic you identify, think up a different way that tactic could have been implemented, and discuss it. For example, should Wiki, Blog, Video, or any multimedia instruction be implemented?
We agreed that the video is great as an engaging introduction to a new concept. However, we felt like it needed less text, more voice narration and should have demonstrated a few more chemical changes to demonstrate the content in other settings and with other materials. Lauren suggested pairing the video with something like wallwisher to give their own examples and reactions to the video
I suggested pairing the video as a compliment to a textbook reading assignment with a QR code. We also talked about using glogster. We all agreed that more learning styles should be included in the video.
3. Refer to Figure 3.1. Kinds of Knowledge. How does each tactic apply to the Particulars and Generalities based on the type of knowledge your team identify?
Overall we pretty much felt like the video was a descriptive and productive particular, but with our suggestions taken it would turn it into a generalities.
Lauren stated that she thought they pretty much stayed in the particulars column since it was facts, examples, and demonstrations... Merriam agreed with Lauren. She said, "The video stayed within particulars...but with our added suggestions it would move into the generalities." Becky stated that she also agreed with Merriam that they would cross over to generalities with our suggestions, but I didn't feel that this video alone did.To me, it seemed the generalities would fall more under rules of english, rules of math, principles, that sort of thing. Becky stated, "Descriptive and productive particular yes...what about generalities.. concept it does." Lauren stated, "To me, it seemed the generalities would fall more under rules of english, rules of math, principles, that sort of thing." I said, "What about a slideshow or podcast to show the task generalized over different areas."
Research
After our discussion, I decided to research how technology and curriculum go together. I realized that there is a deficiency in linking the curriculum and the technology, but why?
I found an article where the author states that school districts make technology purchases based on the "cool factor" or the pressure from the community to stay on top of existing trends. They also state that this is a mistake because, "These types of technology purchases may then languish on shelves, never to be used by more than a handful of teachers because they were not made with the curriculum in mind." The author states, "Teachers may learn how to use a tool during a summer workshop, but unless the tool is directly linked to the curriculum and teachers are given ample time for experimentation, they will be unlikely to adopt it into their practice. Even high-quality training, if used in isolation, is not sufficient to lead to full-scale technology implementation; for technology integration to occur, teachers need to do more than simply learn about a new tool (Glazer, Hannafin, & Song, 2005)." I found this article to be true and the topic to be very important for discussion. As future leaders in technology instruction, I found it necessary to post a few questions regarding my teams experiences with the existing technologies they have available in their schools.
Personally, I only have experience in Special Educaiton, but I have a smart board in my room. Upon my hiring, I had no idea how to use this technology let alone, incorporate this technology into the existing curriculum. I also found that my district was using a software program to help teachers, but I wasn't given any formal training on how to use it specifically in my classes curriculum. All of this would have been helpful and time saving. I shouldn't have to be alone in this to discover the uses and the potential in my field.
I found an article where the author states that school districts make technology purchases based on the "cool factor" or the pressure from the community to stay on top of existing trends. They also state that this is a mistake because, "These types of technology purchases may then languish on shelves, never to be used by more than a handful of teachers because they were not made with the curriculum in mind." The author states, "Teachers may learn how to use a tool during a summer workshop, but unless the tool is directly linked to the curriculum and teachers are given ample time for experimentation, they will be unlikely to adopt it into their practice. Even high-quality training, if used in isolation, is not sufficient to lead to full-scale technology implementation; for technology integration to occur, teachers need to do more than simply learn about a new tool (Glazer, Hannafin, & Song, 2005)." I found this article to be true and the topic to be very important for discussion. As future leaders in technology instruction, I found it necessary to post a few questions regarding my teams experiences with the existing technologies they have available in their schools.
Personally, I only have experience in Special Educaiton, but I have a smart board in my room. Upon my hiring, I had no idea how to use this technology let alone, incorporate this technology into the existing curriculum. I also found that my district was using a software program to help teachers, but I wasn't given any formal training on how to use it specifically in my classes curriculum. All of this would have been helpful and time saving. I shouldn't have to be alone in this to discover the uses and the potential in my field.
Do you have technology or software in your classroom that you have no experience with and/or had to figure out on your own?
How do you feel about using this new technology? Is it a burden or a challenge?
Glazer, E., Hannafin, M. J., & Song, L. (2005). Promoting technology integration through collaborative apprenticeship. Educational Technology Research and Development, 53 (4), 57–67.
Great overview of the questions at the bottom. I watched the video again afterwards, and it definitely needed less text and more chemical reaction examples, maybe if the teacher made an extension to this with another video that focused on chemical reactions, that could be found there.
ReplyDeleteAnd I think our discussion over question 3 definitely shows that all teachers are different and view things differently, the reasoning behind all teachers using different teaching styles, technologies, etc. This is what makes each teacher unique and great in their own teaching methods, and sometimes not easily duplicated by other teachers!! :)
Totally agree Lauren..
ReplyDeleteI currently don't count with technology in my classroom and I hate it! I only count with one computer and follow a strict curriculum that doesn't integrate technology. In a recent training I went to, one of my first question was when and how they were going to integrate technology in my strict instruction Facilitators recognized the need of it and we got a promise of soon implementation. Nowadays, most of teacher's instruction is limited by many curriculum programs in place. I am not a core subject teacher, yet I have heard from other teachers that they are limited in resources they can use to teach so that also needs to be considered.
ReplyDeleteThis situation also reminds me of the time I taught Animation and had absolutely no experience in this type of technology. I had to learn Photoshop and Flash simultaneously as my students were learning. It was hard, especially because learning a new program takes time - it's a process and can't be done quickly. It was really a challenge... many times I felt desperate because I feel teachers need to be experts in the field they teach and I was not even close to a simple user. I felt pressured, frustrated, and confused many times, yet my determination and optimism helped me survived. I do recognize survival should not be the mode we work on as educators, but I did so for all one school year. This burden was all because I had no training.
I am amazed of how Merriam described it as "play" time to learn new application. Great attitude!!! However, when the educators only have 24 hours a day to take care of all of the needed tasks, the playing mode can easily become a survival mode... This situation makes it vital to whether offering a basic training plan from the school or district. Kimber can definately benefit from the training if it was offered before the school started.
DeleteBecky, I know that oftentimes schools are going to designated curriculum like C-SCOPE. I'm not sure if this is what you are handed, or if it is just a strict curriculum given by your district, but they are also somewhat flexible in that you can always add technology. In the fifth grade classroom I was in for student teaching, she was given a very strict book that outlined a lesson entirely (what to see, when to give this handout and that, etc.). However, we changed it up by, instead of giving out the handouts, we would make a jeopardy game and have the students toss a beanbag at the smartboard in order to choose a question, or even just projecting it on a whiteboard using an Elmo is incorporating technology. Also, you can always find extended activities for your lessons via the internet. :)
DeleteDo you have technology or software in your classroom that you have no experience with and/or had to figure out on your own?
ReplyDeleteFive years ago, my classroom only had a blackboard and an overhead. I refused to use that ancient technology. Eventually I got a whiteboard, then an elmo, and finally a SmartBoard. We had few inservice trainings for SmartBoard use, but they were all extremely basic and I felt that most was common sense. I did have to take my own time and play around with the technology and programs offered to learn how to use it most efficiently in my instruction along with aligning programs with my lessons.
My class also incorporates software such as BrainPop, Study Island, DMAC, TSMDS. We did, again, have limited training with these programs but were allowed time to familiarize ourselves with using and implementing the use of these software programs.
How do you feel about using this new technology? Is it a burden or a challenge?
I personally enjoyed this “play” time but the more experienced teachers thought it was such a hassle and didn’t want to learn something new. I feel as a younger teacher it was easier for me to adapt since I don’t have a “groove” in my classroom but organized chaos.
I do not mind taking the time to familiarize myself with programs because I am a more hands on person and learn better that way. It does bother me though when we are required to go to a useless basic workshops that do not target my subject area.
"I feel as a younger teacher, it was easier for me to adapt since I didn't have a "groove" in my classroom, but organized chaos." I am a first year teacher and said just last week how it was awful. In my district every teacher in special ed is doing something different. Don't get me wrong I appreciate the freedoms to have a teaching style and to incorporate some research based/age appropriate interventions without the red tape and hovering administration. However, for my first year it would be nice to not have to reinvent the wheel. My 2nd year will be much better!
DeleteI love learning new technology. I don't feel that it's a burden at all... now what I do feel is a burden is when you have to go to mandated "technology training" and you learn NOTHING!! That is part of the reason why I chose to go with this degree and not reading. I think we, as well as students, need "play" time to get used to the new technology. I feel that is very important before throwing us or them directly into it and expecting it to be a learning tool. First, it needs to be played with and the actually program learned, then you can incorporate assessing into the scheme.
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