I felt very good after presenting my integrated unit lesson plan for the class. I thought that, in the spirit of the class, I employed the Wiki to its greatest potential by having it be the center of not only the unit and lesson, but also of the entire class.
I feel that Mr. Murphy's Wiki has had a tremendous effect on my educational philosophy. I explained to my class that having a class website provides everyone - teacher and student alike - with the ability to communicate and collaborate better than they ever have before.
What I like most about the WikiSpace is that it offers the user to attach a variety of items to a web page. Whether it's an educational video, a recorded explanation of assignment directions, or even a .pdf file of the class syllabus, the WikiSpace can hold the entire array of class information. What's even more incredible is that everything on the class Wiki is available from any computer with internet access. Therefore, students in the future will have fewer opportunities to approach a teacher with an excuse for not having their homework; if it's on the website, there shouldn't be a reason.
Another aspect of my presentation that I liked was in my ability to explain my thought process to my colleagues. As I watched a few of my peers struggle with the assignment of creating a poem from scratch, I was able to foresee where I might experience some reluctance from my students. I have since been able to go back and modify my procedure to accomodate those learners who might be afraid to share their own work on a public domain.
Each day brings new opportunities to create and reflect. I enjoyed the process of creating my class Wiki because it gave me an opportunity to really reflect on how I want my classes to be conducted in the future. I am fully confident that I will be able to employ the class Wiki to my classes someday, and that the time-consuming aspects of teaching like passing out papers and repeating directions may hopefully become a thing of the past.
Thursday, May 6, 2010
Thursday, March 25, 2010
Reaction to Student NETS
My main concern regarding the NETS is that the educational system is placing too much emphasis on technology that is constantly changing. There needs to be more of an emphasis on using technology to improve non-technological skills like memorization, pronunciation etc. I don't think we as educators should spend too much time administering technologies that will be outdated by the time they graduate. Of course, there should be a solid core of technological elements that students should be able to grasp - like composition software, spreadsheets and presentations - but in regards to fad technologies, I think that the school boards should spend extra time to decide how valuable or "appropriate" the technologies really are.
Thursday, February 25, 2010
Educational Computer Software
Of the three types of educational computer software that we've discussed so far in class, the one that I would most gravitate towards would be the constructivist, student-centered inquiry software. I could see myself using this type of software in the form of applications like webquests and scavenger hunts. In my opinion, there is plenty of time in the course of a school year for a teacher to directly instruct their students with lectures and "how to" lessons. The computer, however, is the tool of the future, and I feel that we teachers should take a step back and let students acclimate to using it at their own individual pace. I must always remember that, at some point, my students are going to know quite a bit more about computers and the internet than I do. Some, in fact, already do. Therefore, by putting the students' inquiry at the heart of their computer use, I feel that they would accomplish what their teachers request while at the same time operating within their comfort zone. Additionally, from personal experience, I can attest that teacher-led computer instruction is somewhat futile; most of the students are steps ahead or behind, deeming the actual lesson pointless. If teachers "cut the kids loose", so to speak, then it would free themselves to address individual questions that students might have. Also, it puts the accountability of getting the work done in the hands of the students, which, in my opinion, is what many schools fail to strive for.
Thursday, February 11, 2010
New Media: A Reaction to the Kaiser Foundation Research
It's no secret that young people are absorbing new media more than ever - a person need only look around a modern public high school to see how students are tuning themselves into new media at an astonishing rate. I'm happy with the Kaiser Family Foundation for taking the time to provide us with extensive and accurate data in regards to media use among children. Now, though, it is up to the rest of society to interpret the data, and figure out ways to either change the trends, or adapt to them.
As a teacher, I understand that the array of media that is available to students is not going to go away. Quite the opposite, in fact, as the trends suggest. I therefore have accepted (a while ago) that I must make the necessary adjustments to relate to these media forms in my classroom while still staying true to the subject at hand. This sounds (and is) difficult, but I do not think it is impossible.
There is a sign in my room that reads, "Rarely do we get what we want out of life without doing things we find boring or unpleasant. Rarely". I love this quote, because I feel that it cuts into the heart of The Kaiser Family Foundation's study. Nearly every day, I find myself explaining to many of my students that reading is the cornerstone of learning - that if they don't read, then they are cheating themselves intellectually. I implore them to put down the X-Box controller and pick up the homework that's been assigned to them each night. By throwing out phrases like "Call of Duty" and "Jersey Shore", the students can see that I, as an educator, am willing to acknowledge that these media are a part of their lives. However, by not budging on the concept of "reading what's been assigned", I am also providing my students with the structure and routine that I feel every adolescent needs.
In a twenty-first century English class, I still see myself teaching classic novels like "The Great Gatsby" and "The Old Man and the Sea" in the same way that they were taught to me. Sure, I may use Google Earth or the internet to illustrate geographical orientation, etc., but the only room that I am willing to make for revolutionary new media is by simply (and solely) acknowledging them colloquially. I do not allow cell phones, head phones, or laptop computers in my classes, because I maintain the belief that, while in school, students are meant to be studious.
Many of my students claim that they are going to attend college after graduating from high school. I have a difficult time believing that they will do that by consistently playing video games for 5 hours each night. Students will either make room for their school work, or they will find themselves either living at home or on the street by the time they're 30. I therefore do not believe that education as institution is going to allow a mindless game like "Call of Duty" to determine what is taught and how it is taught. Quite simply, students and children are going to have to accept the fact that school is and will remain the among most important aspects of their upbringing. They then must figure out on their own how they're going to make room for it in their increasingly "busy" lives.
As a teacher, I understand that the array of media that is available to students is not going to go away. Quite the opposite, in fact, as the trends suggest. I therefore have accepted (a while ago) that I must make the necessary adjustments to relate to these media forms in my classroom while still staying true to the subject at hand. This sounds (and is) difficult, but I do not think it is impossible.
There is a sign in my room that reads, "Rarely do we get what we want out of life without doing things we find boring or unpleasant. Rarely". I love this quote, because I feel that it cuts into the heart of The Kaiser Family Foundation's study. Nearly every day, I find myself explaining to many of my students that reading is the cornerstone of learning - that if they don't read, then they are cheating themselves intellectually. I implore them to put down the X-Box controller and pick up the homework that's been assigned to them each night. By throwing out phrases like "Call of Duty" and "Jersey Shore", the students can see that I, as an educator, am willing to acknowledge that these media are a part of their lives. However, by not budging on the concept of "reading what's been assigned", I am also providing my students with the structure and routine that I feel every adolescent needs.
In a twenty-first century English class, I still see myself teaching classic novels like "The Great Gatsby" and "The Old Man and the Sea" in the same way that they were taught to me. Sure, I may use Google Earth or the internet to illustrate geographical orientation, etc., but the only room that I am willing to make for revolutionary new media is by simply (and solely) acknowledging them colloquially. I do not allow cell phones, head phones, or laptop computers in my classes, because I maintain the belief that, while in school, students are meant to be studious.
Many of my students claim that they are going to attend college after graduating from high school. I have a difficult time believing that they will do that by consistently playing video games for 5 hours each night. Students will either make room for their school work, or they will find themselves either living at home or on the street by the time they're 30. I therefore do not believe that education as institution is going to allow a mindless game like "Call of Duty" to determine what is taught and how it is taught. Quite simply, students and children are going to have to accept the fact that school is and will remain the among most important aspects of their upbringing. They then must figure out on their own how they're going to make room for it in their increasingly "busy" lives.
Thursday, January 14, 2010
Technology Integration Statement: A Reflection
I feel that my own educational philosophy coincides nicely with the elements of technology integration in the classroom. I view technology as the ultimate equalizer in schools; it provides students with access to information and artifacts that would have otherwise been inaccessible in previous years. Students are able to expand their knowledge by exploring the world, and develop a more refined understanding of themselves through a more global context. Technology also enables students to tap into and develop their own creativity through many innovative and interactive learning applications.
It would be futile to try and explain all the ways in which technology could be employed in a classroom without first expressing my main concern about technology availability. Unfortunately, due to the nature of American society, not all students are granted the same opportunity to develop their own technological fluency. Much like funding for books and extracurricular activities, the availability of computers and technological applications is very much dependent on the allocation of funding by the school district and the community. So despite the usefulness of technology, it’s function is oftentimes deemed void in areas that do not have the money to provide computers for each of its students. This is where the diligence, creativity and resourcefulness of the teacher must come into play.
There are several cases in which a teacher, though bereft of technological tools for each student, can still allow students to improve their technological fluency in one way or another. This can oftentimes be accomplished through a simple demonstration or exploration of an application or website. A field trip to a library or public computer lab may also be available for teachers with the available resources to do so. At the very least, a teacher can demonstrate the usefulness and universality of technology, and then urge students to take it upon themselves to go out and seek public domains in which they can improve their understanding of technology and the internet.
I like to think, though, that educational leaders today are aware of the increasing importance of providing substantial outlets for students to engage with the rest of the world through technology. I like to think that in the not-too-distant future, every school will have at least one well-functioning computer lab in which students have easy access to the internet and computerized learning applications. I feel that it is through technology that low-income schools will be able to give their students the greatest opportunity to upward economic mobility. I believe that technology is our greatest asset, and the ultimate means to help bridge the gap between economic plateaus.
It would be futile to try and explain all the ways in which technology could be employed in a classroom without first expressing my main concern about technology availability. Unfortunately, due to the nature of American society, not all students are granted the same opportunity to develop their own technological fluency. Much like funding for books and extracurricular activities, the availability of computers and technological applications is very much dependent on the allocation of funding by the school district and the community. So despite the usefulness of technology, it’s function is oftentimes deemed void in areas that do not have the money to provide computers for each of its students. This is where the diligence, creativity and resourcefulness of the teacher must come into play.
There are several cases in which a teacher, though bereft of technological tools for each student, can still allow students to improve their technological fluency in one way or another. This can oftentimes be accomplished through a simple demonstration or exploration of an application or website. A field trip to a library or public computer lab may also be available for teachers with the available resources to do so. At the very least, a teacher can demonstrate the usefulness and universality of technology, and then urge students to take it upon themselves to go out and seek public domains in which they can improve their understanding of technology and the internet.
I like to think, though, that educational leaders today are aware of the increasing importance of providing substantial outlets for students to engage with the rest of the world through technology. I like to think that in the not-too-distant future, every school will have at least one well-functioning computer lab in which students have easy access to the internet and computerized learning applications. I feel that it is through technology that low-income schools will be able to give their students the greatest opportunity to upward economic mobility. I believe that technology is our greatest asset, and the ultimate means to help bridge the gap between economic plateaus.
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