Sunday, August 8, 2010

After 11 Tools: Reflections

It is almost 2 AM August 9th now I guess..and all I can say is wow! It took me a while to get here, but I am finally at this point! It was an interesting journey, full of fun and frustration, but I cannot say that I walked away with nothing new. I learned a great deal from this process and I would like to say "thank you" to the designers of the technology toolbox. I definitely feel like my toolbox is full..maybe even overflowing right now? I cannot wait to get back into my classroom and use some of what I learned during this process. I know I will not be able to incorporate everything, I would rather incorporate a few things and do them really really well rather than trying to incorporate everything and not doing a good job. I want my students to fully understand the tools I use in my classroom also.

One of the tools that I will use is the photostory. Like I said in Post #7, I capture so many of the moments in my classroom and share the pictures with my students as we discuss everything, but I would really love for the students to be able to create their own stories. I can use the photostory with every subject. In science I can have students take pictures of their groups working co-operatively on an experiment/investigation, sharing their results, their hypothesis, question and conclusion. We could have class discussions on what students found doing experiments. We can use photostory in language arts by having students create their own stories, with illustrations. They can read the story and share it with classmates as well as others in the school. I love this tool because every student can have something to add to it. I enjoyed putting the whole thing together. Your creative children can create such beautiful stories using amazing effects. It is a tool that ANYONE and EVERYONE can take part in.

I always knew that technology was going to play a big role in my classroom, but after completing the 11 tools I see how important it really is for us as educators to keep up with this technology. The times of standing at the board and lecturing are gone. We can still use the board of course, but that should definitely not be the ONLY way in which we teach. Our students are changing and technology is playing a more prevalent role in their lives, so we must also adapt.

I started the 11 tools really not knowing much about blogging and the different tools there are out there. Some tools took a while (people always have the misconception that if you are young, you should be able to finish anything having to do with technology quickly and with no problems, but that's not the case!) while others were easier to complete. I do feel that I have walked away from this more informed and better aware of these tools. I also feel that I can use these tools in my classroom to make it a more technologically friendly environment!

Tool #11: Digital Citizenship

The three objectives I plan on teaching my students this upcoming school year when it comes to technology are
1. Digital Security and Safety: Receiving the new netbooks and Ipod Touches is wonderful! We can do so many wonderful things with them to enhance our students learning. But with this new hardware comes a huge responsibility. We, as teachers must provide our students with a good understanding of digital security and safety. Although we would like to constantly be monitoring them on these new devices, it is impossible for a teacher to have eyes on every single student in the class and what they are working on/looking at on the internet. In order for us to fully take advantage of this new technology we have received, we must educate our students on the good AND the bad of what is out there. Mrs. McClendon showed our students a video on Brainpop at the beginning of the school year teaching students about safety on the internet, so that would be something we could look at watching with our students. At meet the teacher at the beginning of the school year, I plan on talking to parents about the new technology that we have in the classroom and the importance of making sure we (parents and teachers) know what our student is doing on the computer. Making parents aware of this is also very crucial, they can talk to their child at home about this also. It is imperative for us to talk to our kids about the different websites out there and discuss the pro's and cons of these sites, discuss if these sites are appropriate for use in school and to what extent (e.g. Facebook and MySpace). It is important to share with students all of the wonderful things the internet has to offer, but that there are things out there that are not so wonderful.

2. Digital Etiquette (netiquette): The key-be a role model to the students! If you, the teacher is setting a good example for students, they are more inclined to follow your lead. They must look to someone so we should set that good example for them to look to. It is important for us to talk to our students and stress that they should not say stuff over the internet that can be taken the wrong way or can hurt someones feelings since it is very difficult to hear your tone, people may not know if you are joking or are serious. I plan on talking to my students about how they can have good "netiquette" and that they have to be careful because some people spend so much time on the computer they get brainwashed. I am going to teach them examples of bad netiquette and discuss this with the class-perhaps they have some examples they would like to share.

3. Digital Literacy: going along with digital etiquette, I cannot wait to teach my students about digital literacy. I want my students to know that computers are a very powerful tool and that it is crucial for them to know how to create and use information using this tool. So many of our kids don't have research skills that they think that they can just copy what they read and that is their research. This goes back to bad "netiquette"-plagiarsim. Digital literacy is not just being able to read the information and write it out again, literacy is reading, writing and actually understanding what it is you wrote. It is also having others able to read what you wrote. I would like for my students to be able to read something on the internet for example and be able to evaluate whether it is important to use, does it make sense? Is it correct? This is what digital literacy consists of and I plan on teaching this to my students by having whole group discussions, working in small groups with my kids on the ipod touches as well as netbooks. I would like to incorporate this with "netiquette".

Tool #10: Exploring Mobile Technology and Apps

So, like Mary I too attended an ipod touch training (same training, different time!) and it was my first time to touch and ipod touch also. We learned about itunes u, and Lit2Go also. I also had the opportunity to play around with the apps that were provided on the list (100 or so approved by SBISD) and uploaded some of them into the Ipod Touch. Some of the apps I looked at and played with are:

1. Discuss some of the free educational apps you revewed.
AFactor Tree (students practice factorization)
ArithmeTick (like math flashcards, but on the touch)
AstroFacts (just like the name suggests-facts about outer space such as Venus has no moons, students touch the icon at the bottom for a new fact-A solar flare is a giant explosion in the Sun's atmosphere)
(penguins eat all of the numbers that match the math fact, for example-multiples of 3, students tap on the numbers that are multiples of three, the penguin eats it. Students must be careful. When students begin to play, a window pops up telling them what a multiple is and it also gives examples. They must do all of this trying to stay safe from the yeti! If a student goes to the wrong multiple, they will lose a life, if the yeti gets to them, they lost a life! Really fun!) The Lite version is available for free, which consists of two levels only and students will play for a few minutes only. You have to buy the full version from itunes.
Capitals SB (you can either study or test yourself here. If you choose study mode, you see the state and it's capital-like flashcards. This is in alphabetical order. In test mode, the game provides a state and 4 choices for the capital city. If you choose an incorrect answer, all answer choices except for the correct answer choice disappear. The game keeps score at the top of the screen.
ClockMaster (the students are presented with an analogue clock showing a specific time. They are to touch the analogue section at the bottom of the screen to match the time. When they think that they have the correct answer, they touch "check" and a message pops up at the top of the screen either saying "Right!" or "Missed it". At the bottom of the screen (beside the "check" there is a status bar showing progress. When the status bar is full, you have completed the game and are shown your score out of 50, and your time.)
Fractions (the player is given a number line, 0-1 with 1/2 in the middle. The player is also given a number of different fractions that they must place on the number line. If the student drags the fraction tile to the correct spot on the number line, it stays, then disappears. If they drag the fraction tile to the incorrect spot, then the fraction tile goes back to its original spot and a picture of the fraction is shown to students. The student must play until all fraction tiles have been placed correctly on the number line. Once done, the student is given their accuracy and time.)
MatheMagicLE (this is not the full version but it provides students with lessons on how to: square numbers in the 50;s, multiply by 11 and divide any number by 5. Students can also play games corresponding to each lesson. If they choose multiply by 11 for example, they are given something like 52x11=? and are given 4 answer choices to choose from. This is very short, if you want full version, you have to buy it)
Presidents (flashcards for the presidents of the United States. This is in order and provides a picture, the name of the president, which party they are affiliated with and the duration of their presidency. For example George Washington, no party, April 30 1789-March 4, 1797. Students then slide their finger across the screen and the second president comes up across the screen.

2. OPTIONAL: If you had an opportunity to play with one of the devices, briefly describe your experience. Was there a WOW moment?
I loved the Ipod Touch so much that I went out and bought one for myself! When I got home I uploaded the apps I had already uploaded into my itunes library to my new Ipod Touch. I have been playing with some of the games and have been having fun. I enjoy the presidents game. I like this one in particular because I did not grow up in the United States and do not know all of the presidents. It's a fun and informative way for me to learn a bit about them! I had a WOW moment playing around with the Ipod Touch realizing that technology is SO amazing! We can do so much with such a small instrument, with a touch of a finger!
3.. Discuss ways your students could use the iTouch or iPad and appropriate apps in your class.
There are so many apps out there that I need to continue exploring, but with the apps that I have found so far, I can see using the Ipod Touches in centers and having students play on them (math games, conducting research)

Tool #7:PhotoStory!

Our Love Story (Chapter 1)


Ok, FINALLY! This took me a while to do, but was the most special tool :) I love taking pictures with my digital camera. Pictures are memories! I enjoy taking pictures in my classroom of my students working both individually and in groups. I like taking pictures of them while we are doing a "fun/interesting/cool" lesson as they are engaged in the lesson. I take pictures of my students during math and science. I love taking pictures of them as they are working in their groups for science experiments/investigations. We look at the pictures together afterwards and discuss the experiment/investigation. I have used my camera to take pictures of students' finished work. They just love standing there and showing off their hard work. We can use photostory in the classroom for students to create their own stories (in groups) to show their work in science for example-what happened in THEIR investigation. They can narrate their story, discussing what they struggled with and what turned out well. They can really go through the whole experiment/investigation and share their story with others in the class (for example if each group got different variables for their investigations, it would be interesting for students to share what THEY found using THEIR variables), even share their story with others in the school! We could use this tool in the after school program in science to create a story for each activity/investigation that is done also! Students can use this tool in language arts to create their own stories, illustrate and narrate. They can "publish" their stories and share with the class as well as other students within the school. If our students are blogging (like we are right now) then they too can upload their photostories to their blog and share with a much wider audience! Their parents can also be a part of this audience (if they have internet access at home). I also was able to incorporate my ipod with this tool! I recently purchased an Ipod Touch and have uploaded my cd's to my ipod. I was able to use the music I had uploaded into my Ipod as the music to my photostory. It will be great to be able to use this tool with our Ipod Touches!

I see sooo many possibilities with this tool and really truly enjoyed creating my photostory. I did not enjoy the process of uploading my story though, it took a while but I finally got it and it was totally worth it!

Tool #9

1. Discuss how the screencast could help your students and how you might have students use Jing.

2. Discuss how you might use Skype with your students and share across the district, the state, the nation, or the world!

1. Jing can be used to help students with concepts/subjects that they are struggling with or have missed due to absence (e.g. being sick, Tuesdays when our students go for SPIRAL) by developing videos of the previously taught lessons. These lessons can then be viewed by students who had trouble with the lesson at the time that it was taught originally (takes them longer to process, for example) or for someone who was absent and happened to miss the lesson. With our new netbooks this can be done very easily! As the teacher meets with small groups after teaching the lesson for the day, students are doing their independent work, students who were absent or struggled can go and watch the previous lesson on the netbooks to help them understand!

2. Many of my family members are on skype and it is a great tool to keep people connected. We were able to speak to and see my grandmother in Iran using skype and it was something that I will always cherish. It is very expensive to fly to Iran to visit with family, and skype is a tool that can bring us all closer together without the cost. In our classrooms, we can use skype to view other lessons going on in classrooms within our own school, within other schools in our district, city and even state. Skype can be used to have reading buddies also! It is so hard to fit this into our daily/weekly schedules but with skype and the netbooks in our classrooms I could have my fifth grade students sign up for times that correspond to times another teacher in our school has her younger students sign up for and we can have 5 students from each class communicate with each other via Skype! My students can read to his/her students, without even leaving the classroom and we will be able to fit this into our schedules (just takes a lot of organization and planning!)