Katie's Final Reflection

Katie Breen

Technology Class

Final Reflection

Part 1

This final reflection includes items #8 and #9 on the course syllabus. I met the following objectives.

Objective 7: Demonstrate an understanding of the use of adaptive technologies and other digital resources to personalize and differentiate learning activities for every student.

Response: Some of the great things that have come out of technology advances in the classroom has to do with differentiated learning. Students who have difficulties learning because of issues with vision or hearing or writing are now able to participate more fully in the lesson along with their peers. Often, it’s a matter of making small adjustments or using simple tools. The following excerpt from the South Carolina Assistive Technology Program (link) discusses the importance assistive technology very well. In part, it states, “Computer technology has great potential for learning because it is so flexible; it can be customized to meet many diverse needs and provide multiple means of access. It has the potential to take students way beyond the limits of standard worksheets, teacher lectures and paper-pencil tests. Computer technology can make the difference in whether or not a student with a disability can actually participate in a class or merely watch while other class members interact with the teacher and each other.”

One of the main concepts I have learned with respect to students with special needs is that they need to be a part of the classroom, and technology helps to bridge the gap between those whom are regular learners and those who learn differently. Fully integrating technology into the classroom for all learners is the ideal approach, as opposed to simply having the technology available to them.

Objective 8. Evaluate, adapt and reflect on emerging tools and trends by participating in local and global learning communities and by reviewing current research and professional literature.

Response:  In this class, I learned of ways to connect to others in my Professional Learning Community (I didn’t even know what a PLC was before this class!) For me, this would include those involved with Elementary Education, Special Education, technology in education, and students who are studying to be teachers. The Web 2.0 tools that I used in class to help facilitate these connections include Diigo, a social bookmarking tool, which allows me to create groups, join groups and bookmark articles relating to my area of teaching and other educational interests. I created blogs, that allow for the exchange and sharing of information between a PLC, and webinars, a live online educational presentation during which participating viewers can submit questions and comments. When carefully selected, all of these tools will help me to connect with other professionals in my area of study. Before taking this class, I had no idea how educators communicated ideas with one another or how teachers kept on top of changes in teaching philosophies and procedures, in such a dynamic field. In the future, I will have a much better understanding of where to find information pertaining to my PLC and interests, and this helps a lot. Although, I learned about a multitude of tools to use in the classroom today, I understand that new tools are continuously being developed, so knowing where to go to learn about changes and new ideas is the most important part of what I have learned in this class, I think.

Part 2

I think technology in the classroom is where “it’s at” today, so educators need to meet students “where they are”, and this is true at all levels of education. Technology has fundamentally changed the way students learn. When used correctly, the use of digital tools in the classroom is more powerful than traditional teacher-led methods. Through technology, students take more of an active role in learning and are more engaged in the process. Technology allows students to work more individually and more effectively than traditional learning. It provides them the opportunity to create something in which others will be interested. According to the video, An Introduction to Technology Integration by Edutopia, the best outcomes are seen in classrooms where there is a mix of teacher and student face-to-face instruction along with student-centered, technology instruction. This makes sense; I don’t think that the two approaches are mutually exclusive.

As far as the unintended effects of the use of technology in the classroom are concerned, there are a few. I think the main issue has to do with raising the entertainment bar to obtain student engagement. There is also the issue of the students’ constant quest for immediate gratification. Even though the screen has become the medium by which most students learn and are comfortable, they still need to learn and sometimes getting there isn’t fun. I don’t believe teachers should be in the business of trying to develop lessons to entertain the students or fear losing them out of boredom. Another concern, which I think is tied into the immediate gratification issue, is that many students don’t have the interest or attention span to read textbooks, or any books, for that matter. The Internet is a very enticing and powerful tool that student use to do homework and research. This can lead to faulty and fragmented learning. In Tracing Technology’s Unintended effects, Matthew Lynch states, “I am just not sure yet which traditional teaching elements deserve to be clung to and which ones are meant for the curb.” I couldn’t agree more.

Sometimes, there are barriers to the use of technology in the classroom. As discussed in class, these may be teacher phobia or school phobia of technology. Teachers need to make it a point to learn about new technologies and how new learning tools can be utilized effectively in their classrooms. Maybe this means taking a class or teaching oneself, but it’s a step that should be taken and not avoided. Next, there is the issue of funding. Many district budgets don’t allow for the big expense of hardware and software. However, I think if the district is committed and can do some creative financing and take advantage of educational discounts and free software, support and education, much can be accomplished.

As a prospective Elementary School teacher, I could envision myself using many of the tools that I was introduced to in this class. I like the fluidity and ease of Blogger. I would use it in conjunction with Google Docs, as they go hand-in-hand. I would use and create webinars to connect with other schools and as a vehicle to teach the students about other cultures. I would use story-developing software such as storyBook That! and storyBird or storify because they are fun and easy to follow. In fact, I would consider any application that would engage my students in the act of telling stories. For learning Math skills, I like Khan Academy (we use this at home). I also like the Scholastic program series, Studyjams. Of course, I think all of the web 2.0 multi-media tools such as Glogster, Edmoto, Voki, and Prezi are very helpful in developing a wide range of skills.

Part 3

PLCs can include educators who are connected through technology or the ones down the hall from me who are working in my school. The beauty of technology is that today’s connected teacher/learner can learn from anyone, anywhere, at any time. As a connected learner with established resources, I can accomplish a host of things, from getting ideas on how to implement technology in my classroom to receiving feedback on my own ideas and practices. Likewise, I can offer ideas and suggestions to others who are looking for some help. Through Webinars, I can take courses that I wouldn’t have otherwise been able take or afford.  Through blogs and YouTube videos, I can learn new skills pertaining to my area of education. In Part 1 of this reflection, I listed many of the Web 2.0 applications that I think would be useful in helping me to stay connected to other members of my Professional Learning Community.  As of this writing, I have added myself to a group of new teachers. I included a bunch of sites in my diigo lists such as edutopia and freetechnology4teachers.  Through an RSS feed, I am following many other useful and inspirational sites. Now that I know there is wealth of great (and free) resources, I will continue to incorporate them into my work as a teacher and a student.

Katie's WebQuest (Building Blocks of a WebQuest Template)

Katie's WebQuest (Building Blocks of a WebQuest)

Katie's WebQuest (Final Project)

Katie's WebQuest Final Project

QuestGarden portion of my WebQuest

Katie's Field Experience

Katie's Field Experience Technology Class

Final Lesson Plan with Web 2.0 Artifact

Katie's Final Lesson Plan

Katie's Audio Boo Mid-Term Add-On (Including Objectives)

listen to ‘Midterm Audio Boo Add-On (Including Objectives)’ on Audioboo

Katie's Audio Boo #3

listen to ‘Audio Boo #3’ on Audioboo

Katie's Audio Boo #2

listen to ‘Audio Boo #2’ on Audioboo

Katie's Audio Boo #1

listen to ‘Katie's Audio Boo #1’ on Audioboo

Katie's Animoto Project - A Day in the Life of Jessica

Copy of A Day in the Life of Jessica

Module 5 Blog Assignment Lessons and Web 2.0 Tools

Lesson #1 and Web 2.0 Tool

Katie's Glogster Production

I have been anxious to dabble with Glogster since I learned of it several weeks ago in Technology class.  Since then, I  asked others for feedback regarding their experiences with this application. They said it was "fun". They said it was "addictive". They said it was "engaging". Well, I agree on all accounts!  Before I was able to dive into Glogster, I was required to create an account and enter my email address. It was easy and free, two good things!  As with most software, there is a version that contains more capabilities which can be purchased, but I didn't need that added functionality. As you can see from my mini production, the free version allowed me enough features to adequately evaluate this application for my fictional elementary school students.

I think Glogster offers a user-friendly and familiar interface for kids who are used to manipulating text and graphics. Anyone who can drag-copy can use this application. It is easy to copy, throw things in the trash and move things around. It is engaging, but not overwhelming for those in elementary school or even preschoolers. This application doesn't get too complicated due to it's finite nature, which I think is a huge feature for educational software. If there are too many choices, kids won't use it. It'll leave them frustrated.

This application allows the user to share with others as well as edit their friend's or classmates' glogster pages. It supports multi-media, including video, music, text, data and images. The user can even take his own picture or record his own voice to further personalize his scrapbook.  I liken it to interactive scrap booking. But, there are educational applications, as well. I can see teachers using it for interactive lessons or posting homework assignments. I can see students posting relevant videos or comments. Kids love to share a little or a lot of themselves with others and this is a great way to accomplish this!

My only negative feedback is that I found entering and modifying text to be a bit cumbersome. Perhaps, it's more intuitive to kids. I liked that there was a super easy tutorial and that it was developed in my favorite city, Boston!

Lesson Plan I would adapt to this tool:

From Read, Write, Think

Kodak was Issued a Film Patent on October 14, 1884

Explore photography and digital imaging to discover new ways of combining visual and textual composition to enhance every area of the curriculum. Create a scrapbook that includes photographs, video clips, audio clips, and student work. First, choose a format based on your available resources. Examples include PowerPoint presentations, websites, videotapes, or booklets. Keep a camera/video equipment handy, and include some of these in your project:

• Students' favorite pieces of writing or artwork, including descriptive captions or commentary
• Videotapes of songs or skits
• Students' descriptions of what they are learning, via a video or audio interview or in writing
• Photomontages of units studied

Work on your scrapbook throughout the year, and then present it to parents at an end-of-year party!

I would use Glogster in this lesson plan as a means to post photographs, video clips, artwork, texts, ideas, music, etc. Because Glogster supports multi-media projects, this would be a perfect application for this project. Because Glogster scrapbooks can be changed "on the fly" and continuously modified by classroom collaborators, the final project can be a work in progress throughout the lesson which may span a term or even a school year. The final project can be enlarged on a projector for parents and guests to admire.

The two Net Standards I am applying to this applications are:

1.	Creativity and Innovation
	Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students:
	a. apply existing knowledge to generate new ideas, products, or processes. b. create original works as a means of personal or group expression. c. use models and simulations to explore complex systems and issues. d. identify trends and forecast possibilities.
2.	Communication and Collaboration
	Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students:
	a. interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media. b. communicate information and ideas effectively to multiple audiences using a variety of media and formats. c. develop cultural understanding and global awareness by engaging with learners of other cultures. d. contribute to project teams to produce original works or solve problems. Lesson #2 and Web 2.0 Tool Katie's Storybird Story and Poem I love everything about Storybird! I think it's a wonderful application for Elementary school kids, as well as Kindergarten and even preschoolers.  It is just right on so many levels. First, the simplicity is inviting, one can either Create or Explore.  Storybird invites new readers and writers to create simple stories and poems. A student can create a story just by selecting a theme and clicking on a selected picture. Then he can add text to go along with the picture. The beauty of this is that he doesn't even have to be a reader or be able to write. He can simply string along a series of pictures and make a storybook without words. How great is that for a pre-reader? I also believe creative teenagers would find this application engaging. The art is broad and sophisticated enough to encourage a mature approach to writing and expressing feelings. If the user chooses to create a poem, he simply selects a picture and then is offered a large number of words in which to select to help him make a poem. If he doesn't like the word options given, he can do a remix and get a whole new group of words.  This feature puts an end to writer's block! The buttons in which to select graphics are large and the options as to what to do with the work of art are few, leaving lots of room for creativity. Delving into a long list of help topics would make creating a masterpiece a chore!  Because this is collaborative software, the student can publish his work and share with others through linking, email, twitter, etc... He can invite others to collaborate with him by sending a fellow student, friend, or relative an invitation to do so. My absolute favorite thing about Storybird is that it introduces children to many different kinds of art, everything from watercolors to black and whites, simple cartoons to more elaborate paintings. These are all contributed from real artists across the globe. If the student wishes to learn more about the artist, he can view their profile and find out more about his or her artwork and the and the real person behind the painting. This gives the student a connection to the art and to people. Love it! The two Net Standards I am applying to this applications are: 1. Creativity and Innovation Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students: a. apply existing knowledge to generate new ideas, products, or processes. b. create original works as a means of personal or group expression. c. use models and simulations to explore complex systems and issues. d. identify trends and forecast possibilities. 2. Communication and Collaboration Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students: a. interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media. b. communicate information and ideas effectively to multiple audiences using a variety of media and formats. c. develop cultural understanding and global awareness by engaging with learners of other cultures. d. contribute to project teams to produce original works or solve problems. Lesson Plan I would adapt to this tool: From Read, Write, Think Help a Child Write a Poem Children recognize the power of poetry—its ability to inspire emotions and the special pleasure you can get from memorizing a favorite poem or reading it again and again. But children may not know where to start in writing their own poems. And they may not realize that poems come in a wide variety of flavors—from succinct haikus, to ones that follow conventions of word choice and line length, to the-sky-is-the-limit free verse. Help a child recognize the elements of a poem and explore different ways of writing one, and you’ll also enable the child to become more familiar with the meaning of words and sentences, sentence structure, rhymes, and vocabulary. Plus, in writing poetry, a child will discover a new, limitless world of expression that’s just as fun to share with others as it is to create. The way I would use Storybird with this lesson is to have a student select an a topic of interest, such as animals or pirates. Then I would have him look at all the pictures in that genre and find his favorite. Once, he has identified his favorite, I would have him select the "Poem" option. This will display a bunch of words for him to pick from and get started.  The options are limitless. The teacher can offer the student examples of different kinds of poems and he can then write poems within that framework. Sometimes, the hardest part of writing a poem is coming up with an idea and then finding the words to use. This application helps him do both. It's a good launching pad for beginner poets.

PBS Online Learning Week

I chose to answer the questions in this assignment, verbatim, as they touch on key points regarding the use and effects of technology in modern-day society.

1.  Compare and Contrast each documentary.  What was similar or different from the first one (Growing Up Online) made in 2008 to the newer one (Digital Nation) filmed in 2010 ? 

The 2008 (Growing Up Online) video focused more on the implications of Internet use as it relates to the classroom and the home life of the student. It primarily discussed the issues pertaining to social media. It was interesting to note that some of what was discussed in Growing Up Online is already dated! For example, the idea of a family allowing a computer to be used only in the kitchen in order to prevent misuse is no longer relevant, as is the well-meaning mother’s demands for her children’s passwords. The common use of Smart phones today supercede these safeguards, the reason being the children can access any network, through any means, bypassing the conventional avenues. I tried putting filters on my home network router, but what good does that do if my kids are using the Verizon 3g network that bypasses my LAN entirely? The Digital Nation video was more comprehensive in its approach by providing an in-depth analysis of virtual reality, including the use of virtual meetings in the corporate world and the use and misuse of video games by recreational users as well as the military. This video also addressed thought-provoking concepts of multi-tasking and the shortened attention span of students in today’s culture of high technology.  It spoke more to the idea that technology is here to stay, acknowledged that it’s in a constant state of progression, while asking the question “Now, what do we do about it”?  They both delved into the shortcomings and benefits of social media use. For example, teens are able to work out inner conflicts by creating alter egos and that isn’t necessarily a bad thing. The example of Jessica, a.k.a “Autmn”, was used to illustrate this point. Also, people are now in the position to connect with others who share similar interests and this, too, is positive. Conversely, both videos warn against the illusion of having thousands of “friends” or falling prey to the Internet’s seductive qualities such as its ability to be a “willing listener”.

2.  Your thoughts on multitasking.  Do you agree?  Can you multitask?  Do you disagree with the video on the topic of multitasking? What do you think our students think about multitasking today?

The ability to multi-task differs from one individual to another. Studies have shown that the female brain is more specifically wired for multi-tasking as contrasted with the male brain, which is better able to focus for long durations on a single task. This isn’t a value statement, nor does it speak to whether or not this is learned behavior or that born of biology. Based on my own anecdotal experiences, this theory has held true. I’ve witnessed mothers being able to simultaneously assist the kids with homework, cook dinner, talk on the phone, and pay bills. More often then not, their male counterparts cannot do this well. Is it a skill that has evolved over time? Or, is the way the brain is wired?  Because technology brings to light the importance of multi-tasking, more research is in order. The videos do a good job or raising the pertinent issues involved with multi-tasking, and the opinions are balanced. I believe that the ability to multi-task is an important life skill, but so is the ability to concentrate deeply on a subject. It’s situational in that some situations call for multi-tasking, others do not. So, the ability to do one and not the other is problematic. As the MIT professor pointed out, some things need to be amenable to focus. It is disconcerting to see the shortened attention span of many students today, and the lengths to which teachers go to keep them engaged in the classroom.  As the brain imaging results of the Stanford testing of “chronic” multi-taskers shows, the practice of multi-tasking is a hindrance to learning. The interesting phenomenon is that the students, themselves, do not believe this to be the case. The confidence they had in their ability to multi-task was greater than their actual abilities. The unfortunate consequences of this dichotomy is that they will make mistakes while performing tasks, they will not fully comprehend class material at the depth required, and in extreme cases, they will take dangerous risks, such as texting while driving. I see my kids do their homework, while listening to music, sending text messages, following Twitter and keeping track of sports scores that are running in the background on the laptop. I believe this results in fragmented thoughts and ideas, which is reflected in the quality of their work. Just as the 2010 video points out, many students are unable to compose an essay and write in disjointed paragraphs. This is where society is suffering. As I write this, there are no distractions. The TV isn’t on, and I am not checking my emails. I believe the quality of my work is better because of this.

3.  Is there an addiction happening in society today with technology or is it just a new way of living?   Should we be concerned?

I believe there is a technology addition in society today. Technology has addictive qualities. It’s fun and highly engaging. It satisfies the senses and it provides for escapism. It offers immediate gratification. The same can be said for drugs, alcohol and gambling, other known sources of addiction. Studies show that there is a percentage of society who fall prey to addictions more than others. So, as with any addiction, it must be treated. However, the challenges are many. One cannot just abandon the use of technology and go “cold turkey”; the “addict” must learn to manage the use of technology in his life and work to obtain a balance. Additionally, it is a way of life for even the very young who don’t have the life skills and experiences to manage what could potentially be risky or extreme behavior. This is troublesome and we should be concerned. Just as the videos point out, we are just beginning to identify the problems associated with excess technology use, while trying to find ways to treat it. The concept of the Korean Internet Rescue School is no different from that of any other rehabilitation program. But, the ages of the children were alarming!

4.  Do video games serve a purpose in education or are they a waste of time?

An argument can be made that a smart educator could implement the use of video games in the classroom for role-playing or helping shy students with socialization techniques, by allowing a student to safely assume a virtual identity, perhaps. There are useful games that could assist a student with learning language and math skills.  I can see potential for an ESL student. However, it is my opinion that video games are generally a waste of time, most of the time. People are seldom balanced in terms of the amount of time they dedicate to playing mindless games.

5.  Do you believe that digital tools, such as google tools and technology in general can save schools that are struggling?

The urban school in the 2010 video shows a major turnaround in student performance after implementing full use of technology in the classroom. This was a hard sell for me. It is unclear if this school was comprised of disadvantaged students or a mix of students from all socio-economic backgrounds. It may be that they were working with a population of students who use technology as their sole source of extra-curricular activity and this may be why this school was so successful in engaging the students. I wonder what the results would be if this same case study where performed in a suburban, upscale school district, where students are used to engaging in the classroom and society in many different ways such as through athletic participation or other interactive activities. So, I believe that it’s not a one-size-fits-all approach. In the end, a school needs to address the needs of its students and should consider every available tool in order to accomplish this.

6.  How did what you watched in the two videos support your feelings about technology or how did it change your views?

Watching the videos only served to solidify my opinion that technology is here to stay and we all need to get on board with it. However, we need to understand the power of technology as well as its limitations, of which there are many.

7.  Are kids and adults today ruining their digital footprints by sharing too much information online without realizing that it may be detrimental to their future? Should they care?

People need to be cognizant of the data they share online and understand how to safeguard themselves and their personal information. Being aware of the issues is the first step toward dealing with them. Educating students from an early age, such as the lessons of “netiquette” taught to the Korean 2^nd graders, is key. Teaching people responsibility when using technology is no different than teaching the importance of safety when driving a car or what to do when being approached by a stranger.

8.“Stranger Danger” and predator fears are often overblown by the media on shows such as Datelines “To Catch a Predator”.  What are the real dangers of technology in this day and age? 

The real dangers of technology today include identity theft; the ability of one to steal and misuse another’s identify for criminal purposes. Often, this results in life-long consequences for the victim. Another dangerous area is the destruction of one’s reputation, by posting pictures or personal details online that could compromise their lives personally and professionally. I also think it can cause social isolation and the tendency for kids to become narcissistic.

I was absolutely amazed by the virtual reality software, Second Life, a sort of collaborative meeting, rather, collaborative "existence" software. I thought the juxtaposition between the narrator walking through the massive, but empty IBM building against the crowded virtual meeting space sends a very powerful message, that the medium in which we interact and exchange ideas has changed and will continue to do so in the future. I think the brick and mortar days are, in large part, behind us. Consider the proliferation of online classes and shopping and virtual corporate meetings. I believe this is only in its infancy and the classroom of the future will follow suit. These videos beg the questions our society needs to ask of ourselves. Does technology bring us closer together or further apart?  Is there truly a distinction between our true selves and our virtual selves? Should there be? What are we missing out on, if anything, by losing physical contact with one another? Is the experience of smelling a virtual rose the same as a real one? As asked in the video, “are we changing what it means to be human?

Growing Up Online

Digital Nation - Follow Up 2010

Digital Citizenship Prezi

Digital Citizenship Reflection...

The teaching of Digital Citizenship should begin as a child begins to use technology to access the outside world. In many cases, this can be as young as three years old. There are tools available for educators and parents to use in which to help them prepare children of all ages as to the safe and appropriate internet use.  It should be treated as another life skill, such as "stranger danger" and washing one's hands before dinner, and introduced based on the child's age and cognitive development.  So, the teaching process should begin early and continue to evolve as technology changes and as the child matures. Because the use of technology encompasses every facet of life today, teachers and parents should offer instruction and set thoughtful and reasonable guidelines for the child to follow. It is extremely important for adults to ensure that their children are safe by setting physical limitations with respect to Internet use and to stay abreast of the technical tools, such as the use of firewalls and filters, which aid them in doing this. It’s also important to teach kids to behave, electronically, in ways that are consistent with the values the parents wish to impart to their children, such as honesty, integrity and good manners. 

There are comprehensive lesson guidelines for online behavior for students of varying ages.  A particularly good one is from Common Sense Media, http://www.commonsensemedia.org/educators/curriculum. For example, a K-2 children would be taught to ask permission from a parent or teacher to go online, while learning the importance of passwords and keeping private information to themselves, whereas, students at the high school level need to be taught the long-term ramifications of such things as hate speech, sending elicit pictures over the internet or plagiarizing the work of others.

The nine elements of Digital Citizenship http://digitalcitizenship.net/Nine Elements is a good framework that can be applied to the classroom, and to the personal environment for people of all ages. (Bad online behavior certainly isn’t limited to those under 18!)  As incredible as technology can be, social media such as Facebook and Twitter often invite silly, rude and even dangerous behavior and don't have any obvious place in the classroom.  The benefits of using the many excellent teaching applications, however, are numerous as long as they are carefully considered and implemented by the teacher.  I believe that technology in the classroom should not include personal cell phones, or like devices. Students should leave their cell phones at home, or at least in their lockers. I have personal experience with a high school child attending a private, catholic school and another attending a public high school. The former did not allow cell phone use in the school during school hours. The classrooms had plenty of high-tech tools in which to use for lessons, internet access, and classroom collaboration, but the lessons were clearly defined with careful oversight. Conversely, my public school child often complains of students so focused on their social media, they literally zone out during class, clearly oblivious to any education the teacher is trying to provide. Engaged? No way!  Disengaged? You bet! Clearly, a case of free-for-all technology in the classroom gone awry and I venture to guess that the term "Digital Citizenship" was never used.  (I digress...)

My take-away regarding Digital Citizenship as it relates to the classroom, is simply that the rules need to be taught and followed if the classroom is to enter the virtual world as there is too much at risk for the school and the students in failing to do so. But, decisions to use technology in the classroom should not be based on the fear that a small minority of students will misuse it.  In my opinion, the gains to the classroom far outweigh the pitfalls... as long as it's well managed and age-appropriate.