Thursday, July 7, 2011
EDCI5825 Final Post
At the beginning of the course I was unaware of most of the technology that existed for educators. When we started to go over the resources, I was hesitant to use them because they seemed too complicated and I did not think they fit into my content area, but I have found that they are easy to use and I can do a lot with them for my classes. I still think some of what we did in this course will not apply to the classes I teach, but since there are so many different disciplines in this class it is difficult to find resources that everyone will find useful. Regardless of whether I use them or not, it is good to have the knowledge of how they work because it gives me more opportunities to be creative in my classes. I am much more comfortable with technology than I was when I first started this course. I know that I still have a lot to learn and I am not comfortable with everything we used, but I think I have a better understanding of what is available to me. I will feel much more confident exploring other resources when I teach because of what we have done in this class.
Tuesday, July 5, 2011
EDCI5825 Week 6-A Summary of the Course
After reading the blog posts of my classmates throughout the course I have found that the resources we were provided with have been very helpful. Most people did not know about a lot of the resources. Now we have more material to use in our classes. I believe we all have more confidence in our ability to teach because we see that there are plenty of websites and forms of technology out there that can help us to engage our students and create a meaningful experience for them. Regardless of our content area, we were all able to find sites that we will be able to incorporate into our classrooms. All of us acknowledge the fact that technology is an important part of the lives of teenagers today, so it is important to include it in our classrooms.
One idea that stood out to me was from Sarah's blog. She mentioned in her post about technology for students with disabilities that the iPhone and iPod are useful resources. I never thought about that, but so many students have iPods and, as Sarah mentioned in her post, they are pretty affordable. Students would probably feel less out of place using an iPod, since they are so common. This is a great alternative to other assistive technology. Of course, it cannot be used for every disability, but where it can be helpful it is a great resource to have.
One idea that stood out to me was from Sarah's blog. She mentioned in her post about technology for students with disabilities that the iPhone and iPod are useful resources. I never thought about that, but so many students have iPods and, as Sarah mentioned in her post, they are pretty affordable. Students would probably feel less out of place using an iPod, since they are so common. This is a great alternative to other assistive technology. Of course, it cannot be used for every disability, but where it can be helpful it is a great resource to have.
Wednesday, June 29, 2011
Web Resources to Use in my Classroom
Livemocha
One web resource that I would use in my class is Livemocha. This site is interactive and is a form of social learning. Students can enter what language they speak and what language they are looking to learn, so if English is not their first language, they can still get the same out of the site as the other students in the class. They can explore culture and pictures posted by other people. They can chat with Spanish speakers, although I would be hesitant to tell my students to use this function for safety reasons. This site gives students many ways to practice their Spanish.
The vocabulary flash cards have the words and phrases written out as well as an audio clip to go along with them. This allows the students to see it written out and hear how it is pronounced. The pictures also demonstrate what the saying is, so even if the student doesn't know the saying, the picture can help them make an educated guess. If they still don't know the word, they can hit the translate button. All of these functions will make it easier for the students to understand and remember the information. It caters to many different learning preferences. There are also games and quizzes so the students can practice the material on their own. There are many different levels and sections within each level, so the students can progress through the material on their own. If they need more review they can get it and if they want to move ahead and challenge themselves they have that option as well (Livemocha, 2011).
Netiquette
Another site I would consider using is one on netiquette. I believe it is very important for students to understand how to act online. Since high school students today use the internet so often, they need to know what is appropriate to do and to put up online. Whether they use the internet often in my class or not, this is an important lesson to learn. I feel as though most students just brush off what they hear about netiquette, but I would spend a significant amount of time on this subject so that they understood the importance.
This website Netiquette (Ross, 2004) is a great resource because it is so detailed. It explains how to write an email, which I feel students do not know how to do properly. They do not think they are a formal means of communication, when in reality they are. What I really like about this site is the part about netiquette at home. This is something students do not think about, but it is extremely important. High school students spend a good portion of their day online, browsing through social networking sites and finding ways to entertain themselves. This site, however, explains that students need to spend time away from the computer and with their families. It even gives tips on the best time to use the internet in order to optimize family time.
References
Livemocha (2010). Retrieved from http://www.livemocha.com/sihp
Ross, S. (2004). Nettiquette. Retrieved from http://www.albion.com/netiquette/book/index.html
One web resource that I would use in my class is Livemocha. This site is interactive and is a form of social learning. Students can enter what language they speak and what language they are looking to learn, so if English is not their first language, they can still get the same out of the site as the other students in the class. They can explore culture and pictures posted by other people. They can chat with Spanish speakers, although I would be hesitant to tell my students to use this function for safety reasons. This site gives students many ways to practice their Spanish.
The vocabulary flash cards have the words and phrases written out as well as an audio clip to go along with them. This allows the students to see it written out and hear how it is pronounced. The pictures also demonstrate what the saying is, so even if the student doesn't know the saying, the picture can help them make an educated guess. If they still don't know the word, they can hit the translate button. All of these functions will make it easier for the students to understand and remember the information. It caters to many different learning preferences. There are also games and quizzes so the students can practice the material on their own. There are many different levels and sections within each level, so the students can progress through the material on their own. If they need more review they can get it and if they want to move ahead and challenge themselves they have that option as well (Livemocha, 2011).
Netiquette
Another site I would consider using is one on netiquette. I believe it is very important for students to understand how to act online. Since high school students today use the internet so often, they need to know what is appropriate to do and to put up online. Whether they use the internet often in my class or not, this is an important lesson to learn. I feel as though most students just brush off what they hear about netiquette, but I would spend a significant amount of time on this subject so that they understood the importance.
This website Netiquette (Ross, 2004) is a great resource because it is so detailed. It explains how to write an email, which I feel students do not know how to do properly. They do not think they are a formal means of communication, when in reality they are. What I really like about this site is the part about netiquette at home. This is something students do not think about, but it is extremely important. High school students spend a good portion of their day online, browsing through social networking sites and finding ways to entertain themselves. This site, however, explains that students need to spend time away from the computer and with their families. It even gives tips on the best time to use the internet in order to optimize family time.
References
Livemocha (2010). Retrieved from http://www.livemocha.com/sihp
Ross, S. (2004). Nettiquette. Retrieved from http://www.albion.com/netiquette/book/index.html
Tuesday, June 28, 2011
Week 5 T2P
If a teenager experiences a strong emotion during a learning task, then they they will retain the information and learn more from the experience because they they will have set off a chain reaction in their brain that makes connections and impacts how the student thinks and relates the information to other life experiences. Hot cognition, whether positive or negative, has a lasting effect on a person because it requires such a strong response. It is the responsibility of the teacher to introduce their students to material they will find interesting and will be able to fully engage in. It should be something that allows the students to do some of their own exploration in order to defend their thesis or expand their understanding of the topic. This will lead to intrinsic motivation and will keep the neurons in the brain firing, which will allow the students to make more connections and decide what is most important to them and their learning.
Although it is important that students have a strong emotional connection to the subject, it is imperative that they keep their emotions to an appropriate level, as Goleman would suggest. Radical emotions, both positive and negative, can be distracting in a classroom (or any social) setting. Students need to remember that they can get their point across without getting heated.
Although it is important that students have a strong emotional connection to the subject, it is imperative that they keep their emotions to an appropriate level, as Goleman would suggest. Radical emotions, both positive and negative, can be distracting in a classroom (or any social) setting. Students need to remember that they can get their point across without getting heated.
Week 5 Theories
A good teacher cares about their students both inside and outside of the classroom. They want them to excel in their courses and they are also concerned about their safety. A good teacher knows how to read their students to tell when something is wrong. They model the behavior and morals they believe their students should also possess. They act as a strong, moral adult in the lives of the students who may not have many other people to look up to. A good teacher asks their students a lot of questions in order to make them think more critically and push their perceived limits. They never stop learning and are open to the belief that they can learn just as much from their students as their students can learn from them. A good teacher shows passion and enthusiasm for what they are teaching, so that their students will see this and be more engaged in what they are learning.
Week 3 T2P
If a student has the opportunity to work collaboratively with a group of other students of different skill levels, then each student will increase their knowledge of the subject being studied because they will be required to think critically in order to defend their position and bring all members of the group to a shared understanding of the issue.
Revised T2P from week 3
If a student has the opportunity to work collaboratively with a group of other students of different skill levels, then each student will increase their knowledge of the subject being studied because they will be required to think critically in order to defend their position and bring all members of the group to a shared understanding of the issue. Theorists such as Vygotsky and Lave strongly believe in group work. It is important for students to gain experience working in groups at a younger age because when they leave school and enter the work force they will most likely have to work in groups. They will need to share their ideas and listen to other ideas. They may have to work with people they do not particularly like or get along with, but they will need to work together in order to accomplish a task. If a student learns how to do this early in their development, it will be much easier for them to continue to do this as they grow. It is the job of the teacher to prepare the students for what they will encounter after high school. Each teacher should work to produce students who will make a positive impact on the world they live in.
Week 3 T2P
If a student has the opportunity to work collaboratively with a group of other students of different skill levels, then each student will increase their knowledge of the subject being studied because they will be required to think critically in order to defend their position and bring all members of the group to a shared understanding of the issue.
Revised T2P from week 3
If a student has the opportunity to work collaboratively with a group of other students of different skill levels, then each student will increase their knowledge of the subject being studied because they will be required to think critically in order to defend their position and bring all members of the group to a shared understanding of the issue. Theorists such as Vygotsky and Lave strongly believe in group work. It is important for students to gain experience working in groups at a younger age because when they leave school and enter the work force they will most likely have to work in groups. They will need to share their ideas and listen to other ideas. They may have to work with people they do not particularly like or get along with, but they will need to work together in order to accomplish a task. If a student learns how to do this early in their development, it will be much easier for them to continue to do this as they grow. It is the job of the teacher to prepare the students for what they will encounter after high school. Each teacher should work to produce students who will make a positive impact on the world they live in.
Saturday, June 18, 2011
Technology for students with disabilities
Technology can make the life of a person with disabilities much easier and less stressful. This can impact how well a student does in school. There are new forms of technology that can help a student read, write, and communicate with others.
A student with a hearing impairment can use a QUE proReader. When discussing a reading with the class, I could have the reading highlighted and annotated, so that the student would know what part the class would be discussing (Wikibooks, 2010).
A student with low vision could use a DAISY talking book, which stands for Digital Accessible Information System. This is the new form of talking books, that replaces the old, bigger, less advanced technology. Microsoft partnered with DAISY to create an application that allows a Word document to be saved in a DAISY format. This would allow the student to have class notes on the talking book. "Some of the features that make the DAISY system effective are image files, video playback, and support for standard files such as .wav, .jpeg, etc" (Wikibooks, 2009) The Kindle DX would be useful because it can convert text to spoken words. Unfortunately, the menu does not have this function, so the student would need some assistance with that part of it (Wikibooks, 2010).
A student with a broken right arm might also benefit from an e-reader, although it is not necessary. Having to hold a book and turn the page with one arm might be difficult, and simply pushing a button on an e-reader would be a little easier. When this student has to write a paper, they could use speech recognition software. This would allow them to speak into a microphone that would then convert the words into text. This would be useful because typing a paper with one hand, whether it is the dominant hand or not, takes much longer than typing with both hands. Obviously, if the student is right handed and needs to hand write a paper, this task would be nearly impossible. This technology would make writing the paper possible. On a computer, the student would also be able to issue commands using this software (Wikibooks, 2011).
A DAISY talking book might also be of use for a student with autism. Unlike an e-reader, the talking book would read to the student, so if their reading level was not at that of the other students in class, they would not be so left out (Wikibooks, 2010).
All of this technology could be useful in my classroom, depending on the disabilities of my students. I feel as though the most likely would be the broken arm. It would be very easy to put the software on the classroom computer in order to incorporate the needs of the student. I don't think the school I work in would buy an e-reader for any student, so if someone did need one, it would most likely be the responsibility of the student/family to get it. This would be out of my control, so I would not be able to rely on that technology.
References
Wikibooks (2011). Assistive technology in education/speech recognition software. Retrieved from http://en.wikibooks.org/wiki/Assistive_Technology_in_Education/Speech_Recognition_Software
Wikibooks (2010). Assistive technology in education/ebooks. Retrieved from http://en.wikibooks.org/wiki/Assistive_Technology_in_Education/eBook
Wikibooks (2009). Assistive technology in education/DAISY. Retrieved from http://en.wikibooks.org/wiki/Assistive_Technology_in_Education/DAISY
A student with a hearing impairment can use a QUE proReader. When discussing a reading with the class, I could have the reading highlighted and annotated, so that the student would know what part the class would be discussing (Wikibooks, 2010).
A student with low vision could use a DAISY talking book, which stands for Digital Accessible Information System. This is the new form of talking books, that replaces the old, bigger, less advanced technology. Microsoft partnered with DAISY to create an application that allows a Word document to be saved in a DAISY format. This would allow the student to have class notes on the talking book. "Some of the features that make the DAISY system effective are image files, video playback, and support for standard files such as .wav, .jpeg, etc" (Wikibooks, 2009) The Kindle DX would be useful because it can convert text to spoken words. Unfortunately, the menu does not have this function, so the student would need some assistance with that part of it (Wikibooks, 2010).
A student with a broken right arm might also benefit from an e-reader, although it is not necessary. Having to hold a book and turn the page with one arm might be difficult, and simply pushing a button on an e-reader would be a little easier. When this student has to write a paper, they could use speech recognition software. This would allow them to speak into a microphone that would then convert the words into text. This would be useful because typing a paper with one hand, whether it is the dominant hand or not, takes much longer than typing with both hands. Obviously, if the student is right handed and needs to hand write a paper, this task would be nearly impossible. This technology would make writing the paper possible. On a computer, the student would also be able to issue commands using this software (Wikibooks, 2011).
A DAISY talking book might also be of use for a student with autism. Unlike an e-reader, the talking book would read to the student, so if their reading level was not at that of the other students in class, they would not be so left out (Wikibooks, 2010).
All of this technology could be useful in my classroom, depending on the disabilities of my students. I feel as though the most likely would be the broken arm. It would be very easy to put the software on the classroom computer in order to incorporate the needs of the student. I don't think the school I work in would buy an e-reader for any student, so if someone did need one, it would most likely be the responsibility of the student/family to get it. This would be out of my control, so I would not be able to rely on that technology.
References
Wikibooks (2011). Assistive technology in education/speech recognition software. Retrieved from http://en.wikibooks.org/wiki/Assistive_Technology_in_Education/Speech_Recognition_Software
Wikibooks (2010). Assistive technology in education/ebooks. Retrieved from http://en.wikibooks.org/wiki/Assistive_Technology_in_Education/eBook
Wikibooks (2009). Assistive technology in education/DAISY. Retrieved from http://en.wikibooks.org/wiki/Assistive_Technology_in_Education/DAISY
Thursday, June 16, 2011
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