Post 4: Reflection of the Course

I came into this course apprehensive somewhat because the fantasy I have of myself teaching is at whiteboard and with tangible books all around. However, I learned over the last few months that the internet will be my friend and a wonderful colleague come August. I may not have access in schools with less funding to every tool that we learned to use, but I feel like knowing about Promethean boards, iPads, and the many web resources that we explored will help me make a case for implementing them (or for allotting some of the budget towards getting them).

I loved that most of the sites or apps that we learned to use are fairly universally accessible from any computer. I can do most of what we did in class on my own laptop, which really makes it more likely that I will use it in the future. We actually did a case study in my teaching methods course and part of the solution I thought of for the conflict was to share more about my instruction (well the teacher from the case's instruction) with the parents on a course website. I honestly never would have said that four months ago! I wanted to do a newsletter, typed and un-tree friendly; not because I don't care about environment but because I had no idea how to begin a course website or much of what I now know how to do.

I really liked that we had to explore multiple resources and familiarize ourselves with standards for both content and technology. I also enjoyed getting to apply my own personality and learn more about my teaching style through this course because every week we had to think about a lesson and try to shape a resource around it. It was really fun, interesting, and I feel way more prepared to use technology in the classroom!

Best of all, I now have a website to refer back to that broadcasts to everyone that I CAN DO THIS STUFF!

Post 3: Chapter on IWB

I have now read about interactive white boards and how effective they are in classrooms. Based on the chapter, success and academic achievement is dependent on how they are implemented, meaning how teachers use IWB features with cohesive instructional strategies. Additionally, an important aspect of using the boards in a productive and most beneficiary way is to implement them in a way the activates student learning.


Before I jump into the research and my critique of the chapter's information, let me share some of the potential benefits of IWB's:

• Provide a basis for active learning
• Make classroom management a little easier
• Lesson organization and flow is more manageable
• Flexibility in handling lesson materials 

 Although these benefits seem like a no-brainers in terms of having a positive impact on student achievement, research provides otherwise. Studies have shown that there are generally gains in literacy, math and science for average and above average students, but not much for lower achieving students. Links to achievement in these instances can be attributed to student response systems, graphics and videos, and reinforcement properties.

  

 These are just a few examples of student response systems.

Challenges in achievement and the effectiveness of IWB's is heavily reliant on teacher training and proficiency with the boards, the programs, and the most positive, interactive ways of using them. Some teachers with limited exposure to technology or training often use IWB's to replace white boards and projectors; therefore, missing out on their overall potential for enhancing their previous instructional methods. In addition, disruptions and complications associated with the boards during lessons frequently upsets and discourages teachers, which ultimately resonates with students and their motivation or anxiety about learning the material.

I really liked the idea that student response systems offer an alternative forum for reluctant students to become vocal and engaged in the lessons or activities, especially when considering the diverse kinds of learners and cultural backgrounds present in classrooms. However, I was disappointed to read about what research is providing about teacher enthusiasm and implementation. I feel like, as teachers, we have a responsibility to not only educate ourselves but also utilize extensions to learning available to us. IWB's are increasingly more prevalent in classrooms and to use them only as whiteboards and projections is not really acceptable, especially with the all the information and tools available that make other uses user friendly. I also think that a huge component of our training to become educators is to be flexible. If we have alternatives and other courses of actions prepared, then technological complications should not completely displace the overall classroom atmosphere. I feel like, based on what the chapter provided, the little gain in achievement of all students is a result of teacher apathy, lack of preparation, and reluctance to incorporate response systems that could make lessons more universally designed.

Blog #2: Wiki Walk-Through

I just visited the TeachersFirst website, which has lessons and web resources that are easily accessible to teachers. At first, I was weary about whether or not this site is actually user friendly. I tried to use the search bar to quickly find lesson on presidents for third grade, and what I was provided with was a list of lessons and resources for all sorts of topics and grades. However, aside from the site's search engine, I do like the overall content of the website, in particular, the "TeachersFirst Exclusives" and "Professional Resources" tabs.

"TeachersFirst Exclusives"

This tab provides an abundance of rich and useful resources for students. I really liked the subpages categories, including Instructional Units, Lesson Plans, and Ready to Go. There were others, but I primarily explored those under this tab. As a member of the Urban/Multicultural cohort I appreciated that their were lesson plans that represented minorities and also that highlight important parts of Black History. I have been in schools recently, and I was surprised at how void of African American culture and history the schools were during Black History Month. I liked that this page listed two unique plans for discussing some of the issues and history, as well as for making it relevant to students today, and that the appropriate grade levels were provided.

These were a few of the plans listed that I liked, especially "They Had a Dream Too".

Ready to Go was a nice feature because it offers quick, time-saving resources and instructional materials for teachers. The lesson and unit plans often provided ways to prepare the lessons, but I liked that this was another option for teachers that could be applied to universally designed lesson planning and to supplementing students at home or to scaffold self-directed learning. I think that these could be really useful to save time and to help use time more productively, and also that it could be a great extension to learning or introductory source. I think that students' ability to access the links from home is a great tool, too, because those who need a little more time or who might need a little extra practice can do so without taking away from instructional time during the school day; this would apply for those without learning disabilities, as well. 

"Professional Resources"

I interpreted this tab as an educational extension resource for teachers. It provides advice, examples, handy tips and other information to help teachers continue to develop their knowledge and educational toolbox once they are in the field. 

This has more depth on the actual web page, but just to provide a taste of what I am talking about.

From classroom blogs to substitute lesson ideas and guidance for new teachers to working with parents and more, this tab would be really great for teachers at any level who need support, want to enhance or revamp their current methods or techniques in the classroom, or who simply curious about what else is happening and available for them. 

Over all, I felt like this was a really great wiki resource. It is free, well-organized, and offers a variety of resources for students and teachers and materials for establishing and enhancing our learning environments. I definitely will refer back to the website in the future. 

Blog #1: About Will Richardson's Blog

"Are our schools and systems helping our kids develop into the types of modern learners that will flourish in this modern world? And if not, what do we do about it?" 

 -Will Richardson, March 2013

Will Richardson is an former public school teacher and educational blogger who has dedicated more than a decade to provoking thought and asking important questions about technology, education, and their increasing intersection globally. He has written four books, including TED book's #1 best seller Why School?: How Education Must Change When Learning and Information Are Everywhere, and he is a well-know TED speaker.

For more, check him out on Youtube. His TED talks are about 15-20 minutes but definitely interesting and worth watching!

As a Global Studies major, I was interested in his blog because his posts introduce discussions or concerns raised about how the modernization of schooling and increasing implementation of technology will influence populations across the world. For example, the opening quote above is from a post that cited Audrey Watters' critique and speculation of the "Hole in the Wall" project and retired British educators using Skype to instruct children in India. He uses this blog as a forum for educators and other interested enthusiasts to participate in discussions of relevant, increasingly universal issues associated with technology and education. Additionally, he asks questions and provides information about what classrooms and schools and learning look like in a 2.0 world. He describes iPad Apps, interactive boards, and other forms of technology and ways that technology is incorporated in classrooms. He also discusses educational blogging and the many ways in which teachers can share content and curriculum-based knowledge at larger, more interconnected scales.

Aside from the general content and discussions on his site, Will Richardson also personally comments back to those who have questions or leave comments on his posts. He really tries to leave discussion open-ended and to allow others to share, but I think that the fact that he actually and visibly engages with his audience makes him even more likable and relatable. 

What I hope to learn from this course.

Feeding an elephant in Pretoria, South Africa. May 2014.

I hope to learn more about lesson planning and incorporating technology, the interactive boards, and about various apps and uses for the iPad in the classroom. I want to know how to share and create the most effective and creative visual presentations and videos to help supplement my instruction. I posted this picture as an example of the types of experiences that I have had (share my exposure to lesser known places) that I want to use productively in my instruction. I am very passionate about other cultures and I intend to have a very culturally rich learning environment. I want to take from this course the ability to enhance my instruction through technology to achieve the objectives for my students' learning needs, as well as, my goals as an educator.