Learning Outcomes: This online class has taught me many different ways to bring technology into my future classroom. There are many digital tools that allow teachers to meet the diverse needs for every student. I enjoyed learning more about Google and all that it has to offer students and teachers. I feel much more confident in my understanding on digital tools today than I did at the beginning of this course. Strengths and Weaknesses: I feel that my greatest strength was working with my group. While I do enjoy collaborating with others, it can be worrisome that others will not put as much effort into a project that you would. That was not the case with my group. My greatest weakness was the podcast and digital story. It’s not the task itself that was daunting, it was recording my voice. I re-recorded numerous times to ensure that my voice was balanced and understandable for each project. Interactions with Peers and Instructor: With the exception of the Google Groups project, my interaction with peers was pretty limited. With that being said, the group I worked with was efficient and professional. We worked very well together, all of us adding our own knowledge and understanding to help each other. The online meetings with Dr. Wang and Yanqing were informative and helped clarify some issues I did not fully understand by simply reading the assignment outline. Yanqing provided clear explanation of the grading of each assignment which is always appreciated by online students! Communication Tools: For this online class, many different communication tools are required. The online meetings, although helpful, seemed to be at an odd time. I do realize when you have many students you can not choose a time that works best for everyone. The use of Canvas was probably the communication tool I used the most. I have used Canvas in the past so I am familiar with the system. Email, classmates, and feedback from graded work are all in one location and it is easy to navigate. Blogfolio Experience: Initially, I was skeptical of how I would do with the blogfolio. I really enjoyed every assignment that allowed me to use my creativity. Google has so much more to offer than I had realized. I love that I can create a digital story for my own classroom. It will be a nice alternative to me just reading in class. Even though I plan to at teach lower elementary level, I am thankful I learned how to podcast. Podcast is a great tool for older students or students that miss instructional time due to injury or illness. The podcast would be useful for parents that may need help understanding a concept that students are learning. Web tools offered a wealth of free tools for teachers to use and I foresee myself utilizing these in the future. Creating the webpage was my favorite project in the blogfolio. It is a great way to keep others informed and I will be using this knowledge in my classroom. Read and reflect on just the chapter readings was what I least enjoyed. I understand that it may be necessary, but I really enjoyed the weeks that we were able to create and share what we learned.
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Out of all of our assignments so far, I'd have to say building the website is what I've enjoyed most. It really guided my thinking on what I will put and how I will utilize a webpage in my own classroom. I especially like the button feature and how easy it is to hyperlink a webpage, file, or document to the website. Initially, I felt a bit overwhelmed, but after I navigated around, it became very user friendly. The only feature I could not find was how to create a worksheet or quiz in Weebly.
I found RubiStar to be very user friendly. I especially like how there are default criteria for a variety of rubrics, and how you can edit or create your own. Easy TestMaker was also user friendly. I feel the different options, such as fill in the blank, matching, multiply choice and true/false is a great free tool for teachers. The answer key makes this web based tool a true asset for any classroom teacher. ![]()
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My Podcast is a lesson on cursive handwriting. The online program Vocaroo requires Adobe Flash player, which is not an allowable function on my phone. Thankfully, there's an app for that. I downloaded the app Mp3 Recorder. This is an easy solution as it also allowed me to be mobile and record away from my family rather than at the computer. The only minimal issue was that this app does not allow you to pause and pick back up where you left off. After you have completed your recording, you can easily upload to Dropbox, upload to drive or attach to an email. I've never really thought about using a podcast for lower elementary school. I suppose it would benefit a student that is absent for an extended length of time due to illness or offer extra support to a student that may be an auditory learner.
My MP3 Podcast: podcast_lesson.mp3 I was not aware that there are websites that allow students and adults to create stories online. Storybird has many beautiful, whimsical images that are free to use. My little girl is excited to get to work as an author now. While I did enjoy the process, there is no way to add music, video clips or a way for myself to narrate the story I created. I think Storybird would be a wonderful way to engage young authors, especially those that may be hesitant. The artwork available may even aid in "getting them started" when students may feel like they do not know what to write about. The collaboration option is excellent for a group project. I really like that parents can even purchase the stories if they wish to. I hope you enjoy my story, Colorful Leaves, but Why? . :) My digital story: Colorful Leaves, but Why? Second Digital Story: The Dot by Peter H. Reynolds ![]() Google Drive has many wonderful office suites available for professional and personal use. Teachers can create grade books using the Google Sheets. Teachers and students can create documents or slideshows, then share and collaborate using Google Doc or Google Slides. And yes, there's an app for that. So you can edit offline from the convenience of your mobile device. I really like that I can organize everything in folders so they can easily be located for future reference. I must admit, I was a little hesitant when I learned we would be required to participate in a group project. Often, that tends to lead to one person doing most of the work, while the others do the bare minimum. I feel like our group worked together with communication and collaboration. Our school district has completely moved from Microsoft Office to Google so I was already pretty familiar with Google Drive. This group project helped me better understand the benefits of Google Drive. My Google Group: it465fall17@googlegroup Google Group Story Google Group Discussion Google Group Slides Google Group Sheets Google Group Survey Survey Results The definition of instructional software according to its categories and their usages in classroom
Instructional software is designed to support instruction. These software's can either deliver directed or constructive teaching strategies. Drill and practice are wonderful for immediate feedback, to increase motivation in a student that may struggle with handwriting, and allows a teacher to let a student practice independently while assisting other student needs. Our school district uses BrainPop software. Tutorial software offers complete instruction; also offers drill and practice as well as immediate feedback and is self-paced. Tutorials are wonderful for a student that needs additional time or a student that advances beyond the class. Simulation software sequentially teaches how to do something. This software can teach real or imaginary models, clarify topics, and allow for safe experimentation. Instructional gaming software can take the place of worksheets, be used as a reward, and teach cooperation. Jeopardy Review Generator is a favorite of teachers and students alike for content review. Problem-solving software is used to help teach problem-solving skills in mathematics, sequencing and memory. These software raise motivation and interest levels in students. Personalized learning systems tack progress and allow teachers to assess and make instructional solutions. This software also allows teachers to access personal and class data. We use HearBuilder in our classroom for struggling readers. It always students to practice skills and also allows progress monitoring. The features and capabilities of word processing, spreadsheet, and presentation software tool program, and my suggestions for how to use them in classroom Word processing allows students (and teachers) to create documents with hyperlinks, images and text. Students can create reports, write poetry, letters. Our school district has shifted from Microsoft Office to Google, so students and teachers alike use Google Drive. Spreadsheets allows students to put numerical data into rows and columns. This allows for quick calculations of data. Teachers may use spreadsheets as grade books. Presentations are always a fun way to allow students to create slide shows. They can use a variety of colors, fonts, insert graphics, add audio and so much more. Teachers often use them as demonstrations and for lectures. Tools that can be used to support teaching and learning tasks for both teachers and students If my students have extra time, I will generate a crossword puzzle or word search of spelling of vocabulary words. This allows them more time to be familiarized with what they will be assessed on. They also have accounts I have created for them on Epic!, which allows them to read or be read to many different options of books. Epic! has educational videos and what makes it even more epic is that it is free for teachers! The two learning theories for technology integration are directed instruction and inquiry-based learning. Directed instruction is based on objectivism. The teacher teaches set objectives, with the use of teacher designed activities, and the student (hopefully) retains the information. Inquiry-based learning is based on constructivism. This theory is a more hands on approach, students learn by doing and in conjunction the background knowledge they already have. Both theories have strengths and downfalls, and when it comes to students, not one learning theory works for all. I have seen both sides of these teaching theories, and I must say, the teachers that choose to teach either way do a phenomenal job! When it comes to a teaching theory, I tend to be drawn to the inquiry-based learning process. My brain tends to better retain information with the background knowledge I have and do to fully understand what I am learning – how can I apply this to my life, so to speak. And I feel like it is more engaging to students as well.
Technology can be a useful tool for a classroom teacher. In order to implement technology into a curriculum, a guide, such as the integration planning model can be helpful. First, teachers must analyze the teaching/learning needs. What are the advantages of my use, or the lack there of, of technology with this skill or student(s)? A directed strategy can be used "when students need an efficient way to learn specific skills that must be assessed with traditional tests."(M.D. Roblyer 2016, pg. 56). A constructivist strategy can be used to build broader thinking skills or cooperative group skills. The next step is to determine available resources and skills. Is the computer drop in lab available? What if I have technical difficulties, am I able to solve them on my own. The most efficient way to integrate technology for educational use is to ensure that the environment is conducive to learning. The next step is to design an integration framework. Teachers should set objectives that are measurable, be an assessment, survey or rubric, have clear expectations in the latter section of the teaching model. Next, you'll need to decide on the content approach, one subject or cross curriculum. Also, what grouping approach will be necessary, individual assignment, group or class project. A great teacher always models their expectations. The final phase of the planning model would be post-instruction analysis and revisions. Let's face it, we are humans too, and we do not always get it right the first or even second time. Analyzing the results of objectives achieved, student feedback, and improvements can make teaching and learning meaningful to both the teacher and students. Finally, make revisions. These revisions, be it small or large, will be made based on student outcomes. Oh my, how far has educational technology come since I was in high school. The only computers we had access to would be in Computer class, or better known as Instructional Technology. Even then, the instruction was far limited compared to that of today.
Educational Technology "is a combination of the processes and tools involved in addressing educational needs and problems, with an emphasis on applying the most current digital and informational tools." (M.D. Roblyer 2016, pg. 5)). Educational technology has evolved from professors using media as a means to add interest to lectures, to industries training large groups of people in a timely manner; leading to vocational training and finally where we are today - computers broadening classroom instruction and interventions for struggling students. While the school that I work in is blessed with a computer classroom, a drop in computer lab, i Pads, classroom desktops, and Chromebooks, I find that the greatest educational issue is lack of funding for technology based equipment. Most of our teachers actively write grants to supplement the lack of technology they may desire in their classroom, which is often helpful. But for those school districts that do not have adequate funding, the student body may be left in dark of our ever fast pace global rush in a technology driven economy. Another issue, my biggest concern, is safety. My students are split into two groups of four. While I work with one group, the other is expected to work independently on a phonemic intervention. Children will be children, and sometimes they would like to deviate from the task that has been placed before them. Our technology department works tirelessly to ensure the safety of our students while they have internet access, but even those efforts can be faulty at times. Hello everyone! My name is Jessica Capers. As a child, the only thing I absolutely knew that I wanted to when I grew up was to be a mom. I am honored to say that I began that journey just over twelve years ago when I first met my son. Since then, I have also been blessed with a caring husband, a delightful daughter, and two bonus daughters.
Motherhood has lead me to the next phase in my life, the desire to teach young children. I began pursuing this goal when I was thirty-three years old. Raising a family, working full time and going to college has come with challenges. But I know that it is never to late to chase a dream and that my children are learning from me as well. This year is the start of my sixth year as an assistant teacher in Ocean Springs, Ms. I work in the Title I classroom and I love working with students so very much! Our children are our most precious and valuable treasure in this life. I strive daily to ensure that every interaction with each student at our school leaves a positive impact in the life of that child forever. |
AuthorJessica Capers
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