Blog Post 3: Technology Implementation Strategies

Technology in the classroom is nothing new. Although technology in the classroom has been around for many years it is rapidly changing. Technology is readily available to everyone in many different forms and as various tools. Our students are surrounded by technology and experience it as part of their everyday lives. As librarians and teachers we have to be aware of the new technology tools available because our students probably are already using these tools.

Most schools use textbooks as their source of information. while this has been the acceptable norm for years, the Internet provides up to date information in the form of virtual textbooks. Science is one core subject that has diverse websites readily available with current information. Virtual science textbook websites offer animation that bring the concepts to life and make the learning easier for the students. Learners hear the vocabulary while watching the concept appear on the monitor. Images can be labeled clearly, magnified, and may also be available as 3D models. A valuable feature of using websites to make concepts clearer is the ability for students to learn at their own pace and the teacher’s capability to choose websites that enhance the concepts being taught in the classroom. When using a textbook the lesson is one size fits all. A website or cluster of websites promotes differentiated learning for all learners while instilling a higher level of vocabulary at times and benefiting literacy. If the learning is engaging, the student will tend to understand more and be able to explain the concept using a higher level of vocabulary and understanding. This will also promote long-lasting knowledge of the concept being taught.

Another way to incorporate technology in the classroom or library is through podcasts. Podcasts allow students to view lesson they may have missed, take an assessment, or review a concept they are struggling with. Teachers, librarians, or students may all create podcasts to aid in the learning of the class. Windows Movie Maker or iMovie are programs that are available to create podcasts. Students can view the lessons at any time and in any place. Podcasts can be used to flip a lesson, teach a concept, review a concept to fill in any gaps, and assess a concept. While these lessons are primarily made to view individually, they are also invaluable in small group or whole class to clarify any misconceptions. Digital files are a valuable resource to access a concept now or later.

Now that students have learned all about a concept, presentation software is a novel way for students to present their new learning. Written reports of the past are now being replaced with online projects that can be as entertaining as they are educational. Students are motivated by using technology and are more apt to investigate a little deeper if they are aware that the final presentation will be digital. Some user-friendly presentation tools are PowerPoint, Keynote, Glogster, and Prezi. These tools offer a variety of ways to make the information more like polished web pages.

As a classroom teacher or librarian, two technologies that would be very useful are remote polling devices for assessment and presentation software for motivating students. Remote polling devices, also known as clickers, are empowering to students in some cases. The clicker allows the students to remain anonymous to each other while instantly feeling excited about correctly answering a question. Using the clickers help to view misconceptions on the spot and clarify them quickly. This form of assessment is useful for reviewing concepts and formative assessments. Some states provide achievement evaluation questions in the remote polling format, which can be invaluable in high stakes testing states. Remote polling engages all students and is a time saver for educators. Using presentation software can be a great motivator for students. Knowing ahead of time that they will be presenting to their peers can prompt the student to research more to be able to present knowledge to their class. They can let their creativity and skills shine and are proud of what they have created. Digital presentations can also be used as tools to better themselves and their next project. Technology is rapidly changing and so are the ways to better our students’ learning and enhance their technological skills. 

Reference

Boles, S. R. (2011). Using technology in the classroom. Science Scope, 34(9),       39-43. Retrieved from http://search.proquest.com/docview/872797272?

Texas History for Kids Search Engine

Students,

Use this search engine to locate history about Texas.

Ms. Castaneda

Blog Post 2: Handheld Devices

Handheld devices are tools that have both pros and cons in education according to the research. While some in the education field view these tools as negative and distractions, the devices for the most part do have more pluses in their column than minuses. Affordability, helping be “green”, and efficiency are a few of the definite pluses. The cost of a handheld device in comparison to a laptop or stand-alone computer is not comparable. Some schools may only be able to afford a few costly computers for each classroom, so the relative lower cost of a handheld device could make it feasible for the same school to purchase a handheld device for every student. This would keep students abreast of new technology and the latest programs and websites available to enhance their learning. With the use of handheld devices educators are able to save on paper costs in a variety of ways. Students are able to access assignments through the devices and submit those assignments immediately. Grading is then possible online and the feedback is also quick and paperless. There are specialized software programs that teachers can also use to keep record of students’ information, grades and follow their progress thus omitting the paper trail. By using handheld devices, classrooms can be portable and more efficient. With the many varied devices and software available it is possible for the student to learn any concept at their own pace and in their own space. For example if a student were studying The Alamo, they could find information online, but they could also view videos about the historical site and maybe even go on a virtual tour or webquest while sitting in the dentist office waiting to be called in. The learning opportunities that handheld devices provide for students who are not fortunate to have the ability to venture beyond their front yard is astounding. With the onset of technology it is impossible to ignore the need to use it for the betterment of education. Teachers are able to utilize handheld devices to introduce new concepts, reteach, review and assess those concepts in new and varied formats.

 In the library handheld devices would be very useful as literacy, math, and science centers. While students could use the handheld devices to access websites that promote literacy, teach math concepts, and provide information about science, they could also use the devices to create stories or projects on the different programs available. Students could use the devices to work together on research projects and create powerpoints and webquests. The software available is so varied that students from pre-kindergarten to high school would benefit from these devices to enhance their education. While technology is sometimes isolating, by working together the students will foster community and benefit from sharing new ideas and learning from one another. While some would argue that handheld devices are distracting and could lead students to use them inappropriately, the benefits seem to outweigh the risks.

Reference

Morgan, H. (2011). Using handheld wireless technologies in school: Advantageous or disadvantageous? Childhood Education, 87(2), 139-142. Retrieved from http://search.proquest.com/docview/845517114?accountid=7113

Blog Post 1 Technology Strengths and Weaknesses

As an educator, I use my strengths mainly to show the students visuals about any misconceptions they may have or something that they are unfamiliar with. Some of my students have limited real work experiences so technology affords us the luxury of viewing something puzzling quickly and somewhat effortlessly. In class we have had to view unfamiliar animals, plants, and places. I also use technology to explain concepts. I use this mainly in math. I plan to now use technology in all applications. By using the different types of media I plan to help my students open up new venues for learning. I knew that I was not technologically inclined but after reading Smaldino’s textbook I now know that I have tons to learn about technology and its uses. To overcome my weaknesses I need to learn more about what I don’t know.  I need to investigate the use of technology to support learner-centered strategies that address the different needs of the students (NETS, 2000). I do use ipads and have used white boards but there is much more technology that I need to learn about. I would like to learn how to keep up to date on what is new and upcoming. It seems that I learn something and before I know it that technology is old or obsolete. I realize that all technology is useful but the ones I am familiar with and comfortable with are not enough for today’s classrooms. I do use Mobi clickers and assessment software to assess the students. I also use multiple forms of data to drive my instruction, but sometimes all the data does not seem to address the appropriate needs of my students. Finding new assessment and evaluation strategies could help facilitate my classroom and aid the instruction of my students. Since reading the ISTE National Educational Technology Standards for Teachers I now realize that my assessment of my technology skills is very accurate and I have a lot of learning to do. Being a bit of an information learner I would like to learn about the various forms of technology to bring the world to life in my classroom. As a 4^th grade teacher we learn about Texas history and I have used videos to teach, but I would like to go beyond the video format and have the students manipulate the technology themselves. I now think that that is part of my technology problem. I feel that that student will break or misuse the technology. I have to let go of that notion and move into this new age of fast paced learning.

ISTE Standards for Teachers. (2000, January 1). Retrieved January 21, 2015, from ISTE Standards for Teachers

Smaldino, S. E., Lowther, D. L., Russell, J. D. & Purdue University Mims (2015). Instructional Technology and Media for Learning (9th ed.). Upper Saddle, New Jersey: Pearson.