Topic 20: Final Reflections

I think that there were numerous areas of this course that I found to be beneficial. In the content, I enjoyed learning about the amazing amount of technology that is available to students. I thought that the way that the textbook organized the examples of the software/types of technology into reader friendly tables was very helpful. I gained a lot of knowledge from the chapters. The most beneficial part of the structure of the class was the flexibility that it provides. I think that it was very helpful to have an entire week to work on activities. That way we can work around our already hectic teacher schedules.

I did think that certain parts of the course did inhibit my learning. The textbook is packed with information and vocabulary. It was very difficult to be able to understand all of the technologies that were mentioned, especially when the reference in the book was so short. I think that this was one drawback of the online course versus a face-to-face course where questions could be asked and the terms better defined. While I LOVED the flexibility that the online class offered it did have its drawbacks. It was hard for me to understand the format of Blackboard and navigate to the assignments in the beginning. It is difficult to understand and connect ideas on concepts in the different areas of the Blackboard site. For example, the description of the activity was in the course documents but you have to submit it in the assignments area. Also, the functions operate differently in different parts of the site. When you attach a file to a message or discussion board, it is not the same way that you attach a file in the assignments section. Unfortunately I learned that out from experience.

Even with some of the difficulties I really enjoyed this class. Technology and education are the two things that I am most passionate about. I am very excited to learn about how those two relate and improve the quality of learning for our future generations.

Topic 19: Document Cameras

I was sent a GREAT link to all kinds of different ways that you can use the document camera, some of these we've seen...some are new! I thought I'd share my faves to remind you that the document camara can be SO much more than a place for you to work out problems on the "big screen", :)

• training or initial introduction to any other piece of equipment everyone can use, but can't gather around to see easily
  


• Students can draw the background scenery for a play or skit they will perform in class. Move your projector at a 45 degree angle to the white board. Project the drawing onto the white board, angling it behind the actors. The image will naturally distort, but the overall effectiveness is well worth it.
  


• In math problem-solving use the doc camera to take a photo of a problem and solution (use a kid's). Put it in your teacher blog and have students individually respond to the query: How might the writer have arrived at this solution?

Some videos that were found on document cameras/document readers:

http://www.youtube.com/watch?v=NaixlM5PFAM

http://www.youtube.com/watch?v=zcBiUDTdkoQ

http://www.youtube.com/watch?v=5OtigNJ5rFA&feature=related

http://www.youtube.com/watch?v=hhaPsLwUurI&feature=related

http://www.youtube.com/watch?v=KtMGFsuy_4M&feature=related

http://www.youtube.com/watch?v=e4fpOf6zUOQ&feature=related

Topic 18: My Journey in Education

This week I have been thinking a lot about the journey that I have taken in my career toward becoming a Master Technology Teacher. I wanted to share some of my thoughts on that journey with you.

My undergraduate studies were pursued at the University of Texas at Dallas. My work ethic and dedication to learning continued to expand as I was given a buffet of classes to sample. After two years, I found myself sitting in an organizational behavior business course realizing that I had no passion for any of the concepts being taught by the professor. I began searching for that spark in learning that motivated me for all those years. I soon experienced it in an educational psychology course and found myself striving to learn more. As I continued to enroll in education courses, I realized this is where my heart thrived. From the cognitive developments to the intervention methods that improve struggling students, everything in education inspired me to learn more. I graduated with a major in interdisciplinary studies, a certification to teach elementary education, and a dedication to make a difference in the lives of children.

Attending the Texas Computer Education Agency Conference in February of this year opened my eyes to the growing industry of educational technology. I arrived at the conference with a basic understanding of technology use in schools and left thriving on my newly obtained skills, yearning to share everything with my co-workers, and eager to learn more. I have observed first hand how technology related lessons can not only motivate but inspire students to become active, engaged learners who problem solve and use higher order thinking. Students in my class have used applications like PowerPoint, Photo Story, and Study Island to construct tangible representations of their knowledge. Because of their passion to create technology based projects, my students have become known as the ‘tech-ie class’ according to Debra Chisholm, the principal of my school.

Topic 17: Show me the Money!

One of the greatest problems with technology in the classroom is how to fund it. I know that personally I will learn of all these amazing programs and lesson plans that incorporate technology but become very discouraged when I realize that I cannot do them because of lack of resources. There are numerous ways to get technology into the classroom, and while many resources are free, there are still some things that you have to have. For example, my elementary school is one of the largest in my district. We have 6 sections in almost every grade level and yet we share ONE digital camera between the entire school.

I have found that grants are my friend. I have written numerous grants to receive extra resources for my classroom. I have receieved a class set of flash drives, a digital tablet, and a bunch of reading resources. I am always on the look out for new companies and opportunities to apply for items I need in my classroom...especially technology.

My favorite and most used grant company is Donors Choose. It is a non-profit organization that works to connect companies and private individuals willing to donate money with teachers who need help in their classroom. They cooperate with several companies in offering supplies. Basically anything that you could possibly need can be found in their supply database. Then anyone wanting to donate can read about your class, what you are asking for , and donate money right there on the website in a safe and secure manner.

Here is a website that lists numerous grants that are available to teachers:
Big Deal Book of Technology
Teachers Count
>>>Entire list of websites to search

Topic 16: Big Huge Labs

I love searching the Internet to find fun resources that I can use in my classroom. I actually came across Big Huge Labs a while ago but forgot about it in the craziness of the new school year. Big Huge Labs is a free website where you can create fun and interesting things out of your digital pictures. You do not have to register to use many of the features however if you do create an account you can save your projects to the site. Also, if you have a facebook account you can easily register through that login information.

I have played around with the site with some of my personal pictures and it is addicting. I took some time out today to think of numerous ways that I could incorporate the features offered on this website into classroom lessons:

Motivator: You can use pictures taken of your class during the year to create motivational posters for the students to read. Another great idea is to have students create a poster with a character from a story they have read. They would need to analyze the traits of the character to create a descriptive poster of that characters personality.

Photobooth: Students can work on sequencing events with this feature. They need to put pictures in the order that they occurred. It would work really well with timelines in history or steps of the scientific process.

Magazine Cover/Movie Poster: The first idea that came to me would be to create a fun book review. The students would need to identify the story elements, such as main characters and plot, and then translate that into the project.

Badge Maker: Create badges for important accomplishments. We are currently working on memorizing our multiplication facts and the students would be very excited to get a 'Multiplication Master' license. I created an example using my dog but imagine how excited students would be to have this laminated with their own picture on it. *TIP: In order to avoid the hassle of permission forms and student pictures, have your kids create their own Mii (a cartoon image of themselves) at http://www.makewee.com/.

Calendars, CD covers, Billboards, and so much more! The possibilities are endless for the ways that you can use these in the classroom. Explore, Play...Enjoy!

Topic 15: PhotoStory

If you have never used PhotoStory before, you need to try it!!! PhotoStory is a program by Microsoft that you can download for free online. The software was developed to create animated slideshows that can be saved and viewed as a movie. However the uses of this program for use in the classroom are endless.

The reasons to use PhotoStory are similar to those of using a PowerPoint presentation. They can convey information in a visual manner to reach students. They can also be played with recorded narration, animated effects, and background music. This provides a much more interesting and engaging presentation for students. A PhotoStory will also play in a movie format instead of a timed or clicked advance like the PowerPoint presentations.

I have used PhotoStories to capture important events that my class has experienced. PhotoStories are a great resource to use create slideshows from field trips, school events, or information for parents. I also like to convert PowerPoints that students create into PhotoStories to post on my class website.

Another great way to use them is as an assessment tool. One teacher that I observed used it to check understanding of her class on landforms. She created a partially completed PhotoStory by uploading pictures of different landforms that the students should know. Then she saved it as a 'Working Project'. Next she had each child open the file, label each picture with the correct name using the title feature, re-order the slides so that they were in alphabetical order, and save it as their name for the teacher to grade.

One of my favorite ways to use this program is by creating digital class books by scanning drawings that students have made to create more authentic pictures that they can narrate. My class created a movie last year on Earth Day. Each student was asked to think of a way to conserve energy and illustrate it on paper. I scanned in the pictures, had each student narrate their tip for saving energy into the microphone, and then placed them together in a digital class book.

Topic 14: Blogs, Blogs, Everywhere!!!

This year has become the year of the blog for me. I have gone from having no clue what a blog is or does to making it an integral part of my life. I now use blogs for school, work, and personal reasons. Surprisingly, I use each of the blogs in very different ways and for different reasons.

School- Obviously, I have created a blog for this class. This is my first blog written, designed, and executed solely by myself. I find it very easy to use. The site is very user friendly and I even managed to customize my blog with a cute new background. (Thanks to some google-ing) I use this blog as a means for my expression of thought and reflection on things that I am learning. I am not sure that it would be the type of blog that others, outside this class would follow, but I am definitely learning the basics of using a blog with this experience.

Work- I started a blog with my class year as well. This blog is hosted by a different site and is also easy to set up however I am using it in a MUCH different way. Our class blog is a chance for the students to express themselves in discussions about material that we have learned in class. In this blog, instead of writing in a narrative way about my learning experiences, I post a short open ended question about something that we have learned in class. The students can then go online and post comments to answer the question of comment on other student's posts. This blog focuses on the student comments to provide content.

Personal- I have recently come across several blogs created by other technology teachers. I read these often to gain ideas on ways to incorporate technology into the classroom, read about new trends in educational technology, or just to hear the opinions of current issues in technology. One of my favorite blogs is iLearn Technology. It is created by Kelly Tenkely, who is a technology specialist. I love her blog because she reviews various websites that can be used for educational technology. She tells you what it is, how you can use it in the classroom, and even give you tips on the programs. I have found numerous ideas from her blogs that I use in my classroom.

Topic 13: TCEA and Print, Cut, Fold

I was fortunate enough to attend the TCEA conference in Austin last year. This conference was AMAZING! I learned more about technology in education the three days that I was there, than I had in my entire teaching career. The conference is set up with the technology teacher in mind. They had Internet zones posted throughout the hallways with laptops that you could use for free. They also had model classrooms where you could go and watch actual teachers presenting a lesson with technology as they would in their real classrooms. It is a great conference and I would recommend it to everyone. Needless to say, I will be attending it once again in February with eyes wide and ready to take it all in. Here is a link if you would like more information about it: http://www.tcea.org/CONVENTION/2010/Documents/index.html

The best parts were the sessions over ways to incorporate technology into different content areas. Presenters came from all over Texas to share information and resources. One such session was presented by a company called Print, Cut, Fold. If you have never heard of them before, you need to check it out. They create templates that students can insert text and graphics into and then print out, cut, and fold into a neat, organized, foldable. These foldables are universal and can be used for any content area and any grade level. Basically whatever your teacher brain can think of...you can do! I have been using them with my 3rd grade students and they LOVE them.

Topic 12: Technology Across the Senses

Gardner's theory of multiple intelligences provides information to teachers about the cognitive aspect of a student's learning. Gardner has developed a theory that children are born with multiple intelligences, or optimal ways of learning, however as they enter your classroom you should identify which intelligence is their strength to build upon for optimal learning. It is important for teachers to identify this and focus lessons on delivering the content through that intelligence.

I would say that I am personally a visual and kinesthetic learner. I am able to learn and retain much more information by seeing representations of it or by actually being able to manipulate it myself. I am the type of person that needs to actually perform a task before it is retained in my memory. A good example of this is when I am given directions. If a person verbally tells me directions to a destination I would get SO lost. However, if I am able to see a map or GPS I can remember every turn by easily thinking back to the picture of the map in my mind. Also, once I have driven to a place I will remember how to go back there again from experience.

Looking at my lessons plans in teaching, I would say that my instruction is usually centered around Visual or Interpersonal learning. The biggest reason for this is because of my class website. I have incorporated a blog which allows for class discussions even from the student's homes. I also believe this would constitute as visual for the students to see and observe that various amounts of information and links that I compile for them on each page. Here is a link to my class website so that you can see: http://www.myteacherpages.com/webpages/ACheatham/

My objectives for the lesson plan are for students to identify important components of a story, analyze these, and synthesize them into a summary. Based on Gardner's theory here are some ideas of activities to incorporate technology in the lesson:

Topic 11: Assistive Technology

Assistive technology is a huge field with a lot of information and resources for students with disabilities. It can be very overwhelming when you are just learning what assistive technology is in the first place. I have found various resources to help me better understand and apply assistive technology to the classroom.

What is Assistive Technology?

• http://en.wikipedia.org/wiki/Assistive_technology- An online encyclopedia page about assistive technology that can be edited by all. It is a collaboration of things AT.
• http://www.washington.edu/accessit/articles?109- Written by The National Center on Accessible Information Technology in Education to give an overview of AT in our educational system right now.

What can information can I give parents and families?

• http://www.pluk.org/AT1.html- A helpful analysis of AT prepared by Parents, Let's Unite for Kids (PLUK) in cooperation with The Federation for Children with Special Needs

How do I use AT in the classroom?

• http://atto.buffalo.edu/- Free information and tutorials on assistive technology for students with disabilities in elementary grades
• http://www.educationworld.com/a_tech/tech/tech086.shtml- Information on AT with links to lesson plans and other special education resources

What devices are available?

• http://www.ncrel.org/sdrs/areas/issues/methods/technlgy/te7assist.htm- This table introduces the most common assistive technology devices to regular classroom teachers so that they can ensure that all students in the classroom have an equal and inclusive opportunity to participate in and benefit from the learning process.
• http://www.gpat.org/devices.aspx- This page provides introductory information on the range of assistive technology solutions that are available to support access to the school curriculum and student achievement for students with disabilities.

Topic 10: Tech Skills Outcome

When I began this class I had a very limited knowledge of technology software applications. I was familiar with Microsoft Office applications like Word and Excel but only in a superficial way. I was most familiar with Microsoft Word. I used it on a daily basis in the classroom for numerous tasks. I was less familiar with Excel. This was not due to me having an aversion to the program for some reason but just due to the lack of experience with it. I would actually create a table in Word to organize data instead of using Excel (still do!). I also had a basic knowledge of the internet and websites to use in the classroom. I have recently created a blog with my students and hoped to learn more on applying this to the classroom in various ways.

Since completing the Tech Skills assignments I have found several uses of those programs that I never knew existed. I was not aware of the Table of Contents function in Word. I can see how it would be very useful in research papers and other long documents. Also, I vaguely knew that you could mail merge but I never actually experienced how to do it. Last I learned how to insert comment bubbles and editing marks for others to see. This will become very useful for peer editing in the upcoming classes in the M. ED. Program.

I have the opportunity to be the first teacher to teach my students how to use programs on the computer. I usually start by teaching them the basics. Some of the skills that I start with are:
· How to format fonts
· How to insert a graphic
· How to format graphics
· How to save files
Since my students are just starting out and learning there programs, I do not see the possibility of them learning some of the advanced skills that I have learned in this class.

Topic 9: Instructional Technology Example

I would like to use this instructional technology example to describe what the students in my class will be doing in the upcoming weeks.

I recently participated in the Limeades for Learning project. This was a partnership between Sonic and DonorsChoose to fund teachers in need of various supplies for their classrooms. I wrote a grant for a class set of flash drives. This would allow my students to work on numerous technology projects in our school computer lab and them take the flash drives home to continue working on their projects. I was very excited to find out that my grant was funded and recently received the flash drives.

In my 3rd grade classroom, we take a reading skill each week and teach the students how to understand vocabulary associated with it, analyze the story to find it, and answer questions correctly involving questions on it. I plan to start incorporating technology by having students construct their own meanings of the skills in various programs, such as word, powerpoint, or photostory.

This week we will be studying sequencing. I will begin on Monday by teaching the students what the word sequencing means and other vocabulary that is associated with this skill. Then Tuesday through Thursday I will continue to demonstrate the skill of sequencing. Finally on Friday, I will have the students demonstrate their knowledge of sequencing by completing a technology project in the computer lab. I will prepare by loading a PhotoStory onto each students flash drive. The PhotoStory will be slides with various events from our story that have been all mixed up. As an assessment tool, the students will have to rearrange the slides in the PhotoStory so that the story is properly sequenced and then save and turn the file into a movie for grading.

Topic 8: Instructional Technology Example

Another lesson that I was able to see was one where students create a movie to show the substitute teacher when the regular teacher is out. The students became familiar with writing a script, filming themselves, and then arranging the video clips into a complete movie. They will then burn this for sharing with others. This was accomplished by introducing them to video and editing hardware and software and allowing students to create a project. Proficiency can be assessed through a checklist, a rubric, or simply by grading their written script.

I feel that the effectiveness of this lesson would be above average. The teacher addressed several different technologies by working on writing, reading, fluency, and technology skills all at once. I really liked the way that students would be proud to show their work to the substitute coming in.

Topic 7: Instructional Technology Example

I was fortunate enough to visit several seminars offered by the TATN at the TCEA conference in Austin last February. I was able to witness several technology related lessons from experienced teachers. This has been my most beneficial experience with viewing education technology lessons in the classroom.

The first lesson that I was able to see was one about compare and contrast. Students were able to learn how to compare and contrast two items and create a graphic organizer to represent those items. Students were taught with presentation software (PowerPoint) on the topic of compare and contrast. Students were assessed by creating their own graphic organizer on the computer where they had to compare two objects.

I feel that the effectiveness of this lesson would be average, meaning that there wouldn’t be an overwhelming understanding and excitement, from the students perspective but at the same time it would still engage students enough. Personally I would add more interactive components to the lesson, such as a interactive websites on the topic or other multimedia for students to experience

Topic 6 - Tech Skills: Spreadsheet

You can use a spreadsheet to set up tables of just textual information, its real usefulness lies in its ability to calculate formulas - and recalculate them automatically when values change. Spreadsheets are great for budgets, financial statements and other tasks that require calculations.

However in a classroom setting, spreadsheets can be used for numerous things. Some of the ideas that I have come across in my research are:

1. Use a spreadsheet to record and maintain classroom tasks. Assign classroom tasks or leadership roles to students, and use the spreadsheet to track which student has performed which task and/or held what leadership position.
2. Have a class representative record group points for end-of-week or end-of-month bonuses. The group that earns the most points, as shown on the spreadsheet, gets a reward, such as a pizza party. Have the class representative announce the winner. Consider awarding points for solving a difficult math problem at the board, volunteering to read or working together as a team.
3. Use a spreadsheet to track attendance. Explain that you will award a prize for perfect attendance. Include a row for each student, and mark any absences on the spreadsheet. At the end of the semester, award a prize to any students with perfect attendance.
4. Use a spreadsheet to determine whose turn it is to feed a class pet. Assign a new student per day, and post the spreadsheet so the students can track who is supposed to feed the pet each day. Include where the food is stored and how much food should be provided. Have each student confirm with a checkmark that he has followed the instructions correctly.
5. Use a spreadsheet to track lessons that lead up to a big test or end-of-semester exam. Post the spreadsheet in the classroom, and encourage the students to reference the spreadsheet to prepare for approaching lessons as well understand the direction of the course material. Provide the lesson topic, page numbers, sources for additional study materials and vocabulary.

The main funcation of spreadsheets is for numerical computations or storage. It is best used in this manner. If you have a need for storing and organizing words or concepts read my Topic 5 blog.

Topic 5 - Tech Skills: Database

Microsoft Access is one of the most powerful database software available. If a school instructional technology program includes database software, it will usually include Access. A big advantage of using Access is it's ability to run smoothly regardless of the size of entries.

Database software allows users to store, organize, and manipulate information such as text and numerical data. Databases are designed to work like electronic Rolodex, allowing quick and easy access to important information. Teachers can use databases to keep track of information that can change often, such as student information, schedule changes, and curriculum modifications. It also can help them send personalized letters to all students without having to memorize all the different addresses. Databases can help students learn how to research information quickly and properly using such search techniques as Boolean logic. Also, by having students develop their own databases, they learn organizational skills as well as how to differentiate between essential and non-essential information.

Creating a database of any kind requires students to critically think. Maintaining that same database requires students to revisit those initial levels of thought and move to a higher plane of thought. It enables students to reach higher levels of thinking as students:
1) identify unique characterisitcs of the data;
2) find qualities of the data to compare and contrast; and
3) take that same data and rank the importance of that data for themselves.

Topic 4: Tech Skill: Word Processor

Word processing is the most commonly used software tool in the elementary classroom. It can be used to create text documents that can be easily shard with others. You can insert text, graphics, charts, hyperlinks, and much more. Some ways to use word processing software with students is by having them create brochures, newsletters, or stories. Hey can easily collaborate together and edit their group work in this program. The teacher can use word processing software as a management tool in numerous ways also. I personally use word daily for parent communication notes, tables with student information, quick checklists, substitute plans, and much more.

There are numerous benefits to using a word processing program in the classroom. By having the students use one; it supports the learning of the writing process. It makes it easier to get started in writing, edit and revise writing, and increases student motivation to write. A word processor also uses a dynamic collaborative learning approach. Students can easily share and change works together. Lastly, a word processor in the classroom will allow meaningful, hands-on practice in many content areas. The ability to manipulate fonts and graphics encourages students to use this software in many subjects.

From the teacher’s stand point, make sure that you are fully prepared to teach the use of a word processor before assigning students to use it independently. Be sure to be fully prepared before you begin teaching. Have student examples or any other files readily accessible. Then, demonstrate, demonstrate, demonstrate! Modeling is very important for students to see the functions in the program and the common mistakes that users make on it. Last, assign small tasks at a time. For example, when I teach my students about using Microsoft Word we will only focus on one function at a time. I will have them create a document and focus on the ability to change and resize the font. Then in the next assignment we work on changes in font and add another function, like inserting an image. Building on the skills using baby steps has been a very efficient method for my class.

Topic 3: Model Classroom Lessons

How Many Shapes Are There?
In this lesson third graders combine their knowledge of shapes and literary descriptions to chart information in an Excel spreadsheet. I was very impressed with the fact that this lesson instructs students to create pictographs in an Excel spreadsheet. This lesson incorporates numerous skills such as reading comprehension, imagery, collecting data, charting data, and technology skills. It would be a wonderful lesson to teach if it were shorter. The lesson plan states that it would take 3 one-hour sessions in a lab. For a class like mine that visits a lab for only 30 minutes a day, it would take over a week for this one lesson. I would have to change the lesson to only last one or two days by cutting out some of the literature and having the students work in small groups for the graphing portion.

Multiplication: Can You Show It?
In this lesson third graders display their knowledge of the concept of multiplying through visual representations. I actually do a very similar lesson as this every year however I have not incorporated technology into it. I like the way that the students create a slideshow together as a class. It is a 21st century version of a class book and I could post it on the website for parents to see. I would change the lesson and upload the images into a Photostory. It is very easy to use and I like the fact that you can add music to enhance your presentation.

Flat Stanley Sees the World
In this lesson third graders work with social studies and literature to create a brochure that a character from a book would visit. My students have experience with Fat Stanley in second grade by reading the novel and sending their own Flat Stanley in the mail to others. This would be a great continuation of their previous lesson. I like how it builds on their previous knowledge but then it takes it a step further by having them create the next chapter of the story in a brochure. Students could also work in groups to collaborate and help each other in the word document. This would provide peer feedback and time conservation.

Pictures from:
http://www.cam.k12.il.us/ms/8th/jones/Multiplication.jpg
http://www.ziggityzoom.com/images/activities/shape_flashcards_1.gif
http://www.auburn.edu/~murraba/guides/flatstanley.gif

Topic 2: Technology Skills Individual Progress Plan

My Technology Goals

1. Become knowledgeable about the technology TEKS for students
   
2. Learn about interactive communication applications for students (blogs, Skype)
   
3. Develop lessons with integrated technology that coordinate with the curriculum
   
4. Learn about the various types of assistive technology available to students
   
5. Collaborate with other teachers on the use of technology in the classroom
   

My plan to accomplish these goals is to follow the course documents carefully, participate fully in all class discussions, and explore the resources available to me, like Atomic Learning and the textbook.

Topic 1: Standards Summary

The NETS seem to be the most comprehensive and well rounded standards for the teacher to follow in regards to their role as a teacher. They describe specifically what the teacher is expected to teach, perform, and participate in all aspects of their position regardless of grade level. The standards do not limit the teachers technology experiences to just in the classroom with students. They include standards for communication and professional growth in the community as well.

The TEKS are standards that outline the technology concepts that students should master in each grade level. They are specific to what the student must learn, so in essence, what the teacher must teach. The standards begin a general foundations in younger grades. As the student advances in school the standards build upon those foundations into more specific technology skills that should be mastered.

The MTT standards are a blend of both structures of the previous two. It is structured like the TEKS because it specifically outlines each technology strand that a MTT should be implementing. It is also similar to the NETS because it describes how the MTT should interact with students, the community, and other professionals. It states what an MTT knows and what they can do.