Final: Reflective Post

During this course (EME2040), I, as a student, was asked to develop and apply skills such as communicating effectively using standard English (COM); critical thinking demonstrated in analysis, synthesis, and evaluation (CT); the use and management of information and technology necessary to collect it from different sources (TIM); the values and responsibilities as part of a diverse society (GRS); and the identification and application of mathematical and scientific principles and methods (QR). I had the opportunity to do so by completing assignments like Discussion Boards, this Blog, a Website Review, a Collaborative Lesson Plan, a WebQuest, and a Teacher Web Page. My skills, effort, and progress were weighted on every project, including my participation and response to classmates. Feedback on my work was always provided by the professor, allowing me to learn from my errors, and to do better. 

I learned to use many new tools to enhance my digital creations such as embedding images, videos, and hyperlinks. I appreciate how my professor always emphasized the importance of crediting images, and citations. This was part of the ethical principles I learned. I liked how, on the Blog posts, instead of just reading the textbook chapters and summarizing, I was asked to write reflectively, so that I had to interpret the new concepts I read, and explain how would I use it. This was also eye-opening! I got a lot of good ideas to apply in my classroom in the near future, when I graduate. The textbook was very informative, and I am glad we actually used it (in comparison with other required books from other classes that are not put in use).

Working in group online (to accomplish the Instructional Strategy Wiki specifically) was harder than working in a group that meets face to face. I know that I could have stepped forward and take action (while I didn’t, and that is reflected on my grades too), but overall I think that there was no leadership and, there was a lack of communication. I can only blame myself for this because I did not make sufficient efforts to change it. However, I did learned from it, and I applied it to a Communication online class that I have been taking simultaneously: I suggested ways of communication (text message, emails, Canvas Collaborations, and others); I strived to stay in touch; I actually asked the group to come together as a team, on the same page; finally, I got better results and my professor’s recognition. That was rewarding! The second time around (in EME2040, for the Group Lesson Plan), I kept up close to my team as I understood the importance of effective communication within a group.

Another great aspect from this course was the making of a Rubric, which I will be using a lot as a future educator. Learning to create a Rubric leads to understanding the required criteria in it, and its comprehension throughly. While I believe that the rubric sets fair grounds for all students, and it serves a a great guide for the students to follow what they are being asked to do, I personally think that the Rubric is too “black and white”; it leaves no room for grey areas, and that is what I don’t like from it. For example, in my Teacher’s Portfolio’s rubric I was graded 0 on two criteria; that brought my score down to 70 out of 100, when (from my perspective) my work was much more than 70% of the requirements of the assignment. A rubric does not recognize the energy or the efforts of the student. This is something that I would make differently when I start teaching, as permitted. 

Besides learning to use great online tools, I had a lot of fun, and was given the space to get creative and make the work my own. I got to explore tools such as ToonDoo, PowToon, BitStrips (Comic Strips), and StoryBird (Digital Story). I feel more confident about my technological expertise after taking this course. I would definitely recommend it to all college students. I would like to say goodbye with this Gonoodle video (which my first graders love) because it shows exactly how I felt through this semester taking four classes (two of them if Fort Myers, an hour away from home): sometimes tired, sometimes in need of a little push, sometimes ready to rock, and, finally, glad that it is over.

Photo credit to Best Greetings,e-Cards,Orkut Scraps, Glitter Graphics 4 All - Copy and Paste

Photo credit to Educational Technology Guy

References:

Coleman, M. (2015). Syllabus for EME 2040 INTRODUCTION TO TECHNOLOGY FOR EDUCATORS. Document posted in Florida SouthWestern State College EME 2040 online classroom. Retrieved 12/07/2015 from https://fsw.instructure.com/courses/964873 

Maloy, Robert, Verock-O’Loughlin,Ruth-Ellen, Edwards, Sharon A., and Woolf, Beverly Park          (2013). Transforming Learning with New Technologies. 2nd Edition. Boston, MA: Pearson Education, Inc.

Digital Blog Post #L - Chapter 12 - How involved would I be with technology as an educator?

After reading Chapter 12 in our textbook, I think it is best to dedicate this post to the following concepts: Educational change, inclusion and infusion, and stages of technology integration, because I would love to use my creativity and be actively involved in the development of new programs for educators and students.

WebQuests are a great example of Educational change, where educators take charge and create new patterns of teaching creatively. WebQuest, from educators, and for educators, can have the same structure while allowing room for innovation and different tasks assigned to the students. I would find my own space to work with it, and will give my students their own space for research, reasoning, and performance. This, at the same time, will have to be done with the use of computers (inclusion of technology). I could also create a series of WebQuests to use consecutively. By employing technology day-to-day, and creating a dependency in such technology for the development of the classes, I would be applying infusion. With technological advancements moving at this pace, I can see sceneries like this in my ideal classroom. I would then fall in the Appropriation Stage of Technology Integration,feeling confident with technology use. Further on, in the next step, Invention, I would employ technology outside of my classroom, as supporting material for my students and homework to start. I would love to be part of the creation of new paths and softwares dedicated to education; this is another way to make a difference.

Image created in Storybird.com by drosabal (myself)

http://storybird.com/poetry/poem/2wuysuds36/

References:

Maloy, Robert, Verock-O’Loughlin,Ruth-Ellen, Edwards, Sharon A., and Woolf, Beverly Park (2013). Transforming Learning with New Technologies. 2nd Edition. Boston, MA: Pearson Education, Inc.

Digital Blog Post #K - Chapter 6 - Information management and storage.

Chapter 6 in our textbook was really interesting, and I can say I feel its content was somewhat familiar. In this post I am going to mention three concepts that caught my eyes: information management, cloud computing, and social bookmarking.

Information management is one of the ways I could make a difference as an educator. It will be my job to select carefully, and judge what material is relevant and safe for my students. I would pick engaging, but educational (at the same time) digital content for my students.

Cloud computing is a well known concept for smart device owners, which is a large percentage of our society now a days. Those who use iCloud in iPhone, or other apple devices, for example, understand that the iCloud carries files, and personal information such as contacts and emails using the Internet, instead the device itself. I benefit from this because while my content occupies my iCloud storage, it does not have to occupy my devices’ storage necessarily, and I can access it remotely. These same benefits educators can use to their advantage; they can access their work and share remotely. This leads us to Social bookmarking, which is another way to share through a public list with a certain community. I have not use this feature yet, but I would love to learn from other bookmakers' collection with substantial resources.

Image created in Shorebird by “drosabal” (myself). http://storybird.com/poetry/poem/tfmx6u7e4q/?utm_source=storybird&utm_medium=email&utm_campaign=share-poem

References:

Maloy, Robert, Verock-O’Loughlin,Ruth-Ellen, Edwards, Sharon A., and Woolf, Beverly Park (2013). Transforming Learning with New Technologies. 2nd Edition. Boston, MA: Pearson Education, Inc.

Digital Blog Post #J - Chapter 11 - Assessments and Teacher Portafolio.

Today I am going to go over the following three concepts: role of assessments in teaching and learning, student participation, and elements of Teacher Portfolio.

Assessments are not only for students. I have learned from our textbook, and work experience, that teachers are evaluated by supervisors, the same way the educator evaluates the students’ work. Assessments help us target strengths, and what needs to be reinforced. Self-assessment is important as well, but sometimes one needs another person to assess our performance; perhaps, someone more knowledgeable and/or experienced.

Classroom response or student participation not only shows students engagement in class, but I find it to be another way to assess students. In my personal experience, I am prone to participate in class when I understand the subject, and I am paying attention.

YouTube video created on powtoon.com by “rosabalmail” (myself).

What would I include in my Teacher Portfolio? 

A good Resume, references, Philosophy of Education explaining what I personally stand for, Lesson Plans, and all experience and qualification I have at the time. I would keep updating my portfolio as I grow professionally. 

References:

Maloy, Robert, Verock-O’Loughlin,Ruth-Ellen, Edwards, Sharon A., and Woolf, Beverly Park (2013). Transforming Learning with New Technologies. 2nd Edition. Boston, MA: Pearson Education, Inc.

Digital Blog Post #I - Chapter 4 - Learning objectives.

Three main concepts from Chapter 4 I would like to share in today’s post are academic contents, student learning objectives, and learning assessments.

Academic content is sometimes pre-established by the state and national standards. I, as a future educator, agree with this idea, since I understand the importance of teaching contents that are about the same level for specific grades, so that we have an educational uniformity across the country, while, at the same time, I would like to have some freedom and room for creativity and leadership when teaching my students.

Student learning objective is broken down in our textbook as follow: tell who is going to do what, when, how much or how often, and how it will be measured or evaluated (p. 78). Simple as that! I would not rephrase it any other way. I would plug in my class content into that equation to obtain a perfect student learning objective. Although I find old and boring to set student learning objectives, it serves as a specific guide for students and educators to be prepared for the class, and to follow teaching methods, in order to achieve the desired goals.

When it comes to measuring students’ understanding and knowledge, I would distribute learning assessments randomly before, during and after class to keep a balance and a surprise factor. I love that technology enables the educator to prepare electronic tests, and to update and share grade-keeping easily. 

Please, watch this fun video, created by "dairelyr" (myself) in powtoo.com

References:

Maloy, Robert, Verock-O’Loughlin,Ruth-Ellen, Edwards, Sharon A., and Woolf, Beverly Park (2013). Transforming Learning with New Technologies. 2nd Edition. Boston, MA: Pearson Education, Inc.

Digital Blog Post #H - Chapter 9 - Multimedia, PowerPoint, and videos in the classroom.

Lets talk about multimedia, PowerPoint, and videos in the classroom.

Multimedia in our textbook is defined as the use of visuals, text with audio, simulations or models, together with the spoken part of the classroom (p. 217). I find multimedia to be of great help; it wraps up the class structure, by helping with organization; and it serves as a learning and memorizing tool for students. I, for example, am a visual learner, and will retrieve information more effectively when learned with the support of visual media. 

PowerPoint, which has been around for decades now, play a huge part in this matter. Most classes displayed in a PowerPoint format. From my work experience with first graders, I can say that positive aspects of it is that the teacher can go back and forth as needed; and as a college student, I LOVE that I can go back to class material any time online. 

Moving forward, use of video in the classroom can be favorable, as long as the teacher chooses the right matter. I would review videos before presenting them to my students. Videos can be used to reinforce what has been taught. Videos can also transmit a message coming from a different voice, a different person, providing a second opportunity for the student to absorb the subject.

Watch this fun video, created by "dairelyr" (myself) in powtoo.com

References:

Maloy, Robert, Verock-O’Loughlin,Ruth-Ellen, Edwards, Sharon A., and Woolf, Beverly Park (2013). Transforming Learning with New Technologies. 2nd Edition. Boston, MA: Pearson Education, Inc.

Digital Blog Post #G - Chapter 10 - How and how much technology to use in the classroom.

Today I am going to go over three concepts that are related to technology use in the classroom, based on how, and how much it is needed. These concepts are technology use with Linguistically Diverse Learner, universal design for learning, and adaptation for classroom learning with technology.

Using technology with Linguistically Diverse Learner, still gives learning opportunities to English speaker students. As an example, iReady uses big pictures and phonics on activities like finding rhyming words. This method will help students who need to learn the words by associating visual and auditive parts of the lesson. Still, it has the same impact for English speaker students.

Universal design for learning is mainly the use of different representations, expression, and engagement. The objective here is that students have different ways of learning the subject. Perhaps, besides using letter-by-letter spelling, the educator might add rhyming words, and pictures, so that students understand, learn, and memorize the subject.

When making adaptations for classroom learning with technology, the educator plays a designer roll, and is to evaluate and decide what type of accommodations is suitable for specific students: low-tech, with no digital material; mid-tech, with the use of some digital material; or high-tech, which includes the use of computers in the classroom. But whether the  student is more or less capable to use technology, I think modern educators should push students in that path, since technology is moving forward rapidly, and like it or not, our functionality, individually or in groups, is becoming more and more dependable of technology.

References:

Maloy, Robert, Verock-O’Loughlin,Ruth-Ellen, Edwards, Sharon A., and Woolf, Beverly Park (2013). Transforming Learning with New Technologies. 2nd Edition. Boston, MA: Pearson Education, Inc.

Digital Blog Post #F - Chapter 8- Electronic communication.

Today’s post is going to be dedicated to reflect about the following concepts: teacher-students electronic communication, textspeak or digitalk, and websites and blog-building resources for teachers.

Electronic communication between teachers and students is stablished through the use of electronic mail (email), text messaging, teacher or classroom websites, blogs, online discussions, and wikis. In my experience, I think the most appropriate and convenient type of electronic communication is electronic mail, as it allows to first create drafts, and you can attach files. Data from emails is easily transferred to other formats or forwarded. text messaging is seemed still as “informal”, but I find it to be very efficient, and it featured options for quick response or feedback. On the other hand, textspeak or digitalk, does not promote the good use of the English language, but it does give room to student groups, such as adolescents, to express as friends do, using abbreviation, symbols, and pictures. It does not mean that the communication is not going to be thoughtful, but instead it is going to flow freely.

Websites and blog-building resources for teachers, as it is to be expected, goes from basic to fancy. There are some free, and others that you have to pay. I would choose a free, reassembled format that still offer the what an educator need to communicate with students: emails, online discussion board, instant messaging, and discussion forums. I would try to stay away from the .coms, since advertising can be distracting and inappropriate  for students.

References:

Maloy, Robert, Verock-O’Loughlin,Ruth-Ellen, Edwards, Sharon A., and Woolf, Beverly Park (2013). Transforming Learning with New Technologies. 2nd Edition. Boston, MA: Pearson Education, Inc.

Digital Blog Post #E - Chapter 7- Softwares use

I would like to make a reference to the following concepts after reading Transforming Learning with New Technologies, chapter 7: (two) types of softwares, evaluation criteria, and gaming.

As a new Mac user, I am getting used to Yosemite X, which is my operating system. This falls into the system software category. At first, I have to admit that it was somewhat confusing. I had to rewire my brain after using Microsoft for so many years. Switch everything else, I have my likes and dislikes when it comes to comparing both softwares, but being realistic, I have to stick with Microsoft, since it is the system software that most public schools use, based on the cost of computers and devices that use this system software, I am assuming. The same way, I usually have to export all of my work done in Pages, which is the my word processor application software, to Microsoft Word; this last one being quite popular and accepted in most schools and work places.

The educator is responsible for the finding and evaluation of application software that students will use. The evaluation criteria lays on the educational impact an app would have for the students. For example, i-Ready testing is used mostly to screen the students and determine which content and testing style is adequate for each individual. What I personally like about it, and this is the reason why I would rank it as a high-quality software, is that if the student fails a couple of questions consecutively due to the content or testing style, this software backs down the level of intensity in order to customize the testing for the student specifically.

Now, moving forward on how to get the students to engage on educational activities related with technology, there is only one word I can think about: gaming. Digital games have become popular for all ages, and it is here to stay. There’s no going back. Game play affects the students psychologically and sociologically. And there’s nothing wrong with having some fun while learning. In fact, playing is the most effective learning method in my opinion. I would like to mention perhaps, Starfall, a free online resource for educators, students, and parents to address learning from kinder to second grade through interactive online games.

References:

Maloy, Robert, Verock-O’Loughlin,Ruth-Ellen, Edwards, Sharon A., and Woolf, Beverly Park (2013). Transforming Learning with New Technologies. 2nd Edition. Boston, MA: Pearson Education, Inc.

Digital Blog Post #D - Chapter 5 - Research, a new process.

As stated in Chapter 5 in our textbook, and as proven by our every day life, technology has changed completely the process of research. This post is a reflection of concepts such as keywords, information research and retrieval, and electronic note-taking.

Search engines are softwares that reach databases from different networks, like Google. Keywords are words or phrases used to refine our search to specific subjects. Therefore, online research might be quicker, and more direct than looking through a pile of books. Keywords allow us to target those websites that contain the information we are looking for. Information research and retrieval are skills that definitely must be taught in modern classrooms, together with proper ethics, as technology takes us in that direction. Puzzles and other educational games are good tools to practice and improve these skills, which are nothing more than the process of searching, locating, and filing. 

Technology also facilitates recording and organizing research work. Electronic note-taking is a really convenient way of saving your findings, since with a click you can export your notes to word processor softwares, files, emails, and even presentational programs or applications. 

I use my notes on my phone or tablet all the time. They are easy to find through the search spot feature by typing a keyword, and to apply to other uses, like sharing with others through messages, or emails.

References:

Maloy, Robert, Verock-O’Loughlin,Ruth-Ellen, Edwards, Sharon A., and Woolf, Beverly Park (2013). Transforming Learning with New Technologies. 2nd Edition. Boston, MA: Pearson Education, Inc.

Digital Blog Post #C - Chapter 3 - Classroom Dynamic and Feedback

After reading Chapter 3 in our textbook Transforming Learning with New Technologies, I would like to refer to two approaches: teacher-centered, and student-centered. These two concepts are not necessarily technological, but they serves as a guide when it comes to inspiring our students to technology use with learning purposes. Teacher-centered approach , also known as transmission teaching, states that the energy and orientation of the class comes from the teacher to the students. Student-centered approach or learner-centered, instead, gives the students an active roll; learning is based on their planning, participation, and conduction over all. In both cases, technology such as computer-learning games or presentation softwares, must follow appropriate guidelines.

Another concept worth mentioning from this chapter is feedback, defined as communication between the learner and the instructor. Thanks to technology, feedback happens right away most of the time. This promotes critical thinking and problem solving skills, both leading to self-correcting and efficiency.

I think technology use is great help for learning, whether the active roll is being played by the educator, or the students. I also think that feedback not only helps the students to acknowledge their mistakes; it helps teachers to identify students strengths and weaknesses, and how effective or not is the educational method they are using.

References:

Maloy, Robert, Verock-O’Loughlin,Ruth-Ellen, Edwards, Sharon A., and Woolf, Beverly Park (2013). Transforming Learning with New Technologies. 2nd Edition. Boston, MA: Pearson Education, Inc.

Digital Blog Post #B - Chapter 2 - Use of technology and human touch.

While computers, among other digital tools, are there to support the instructional and administrative work of educators, it is important to set a balanced teaching method; one that uses technology to enhance education, yet it is linked to “old school”, warmer teaching. This is, in other words, the relationship between the following concepts: teaching philosophy, (technology) instructional practices, and (technology) administrative/professional activities.

Teaching philosophy is basically your personal view of effectiveness in the classroom. It ranges from student learning to classroom organization. From my observations in Collier County Public Schools’s elementary classrooms, and from reading Transforming Learning with New Technologies, I find acceptance and openness to be the base for successful results from students. To create a warmer environment, I wouldn’t just assign my students to do computer work. Instructional practices involve computer use and teacher-student interaction, such as subject discussions.

I have no doubt that contemporary professionals depend on computers for work management, however, as the software market grows rapidly, new programs and applications come out every day, and educators must stay up to date, which might be challenging for folks from older generations. Administrative/professional activities use of these tools are great for organization. I think students and teachers can benefit from discussing how a new application works. It leaves room for critical thinking, interaction, and peer observation and cooperation.

Again, I think it is extremely important to maintain a good balance between the use of technology and human touch, since both aspects add values and resources to our students.

References:

Maloy, Robert, Verock-O’Loughlin,Ruth-Ellen, Edwards, Sharon A., and Woolf, Beverly Park (2013). Transforming Learning with New Technologies. 2nd Edition. Boston, MA: Pearson Education, Inc. 

Digital Blog Post #A - Chapter 1 - Technology in the Classroom

Among many concepts and education philosophies based on new technology, it is important to differentiate and balance the benefits and disadvantages educators and students face when it comes to the use of computers and other electronic tools. New concepts are welcome in modern classrooms. In this post three of these concepts will be displayed bellow.

Techlnology-based libraries facilitates access to resources without the search process of physical material; instead, a quick data search using keywords, filing order, or links helps the user to locate the needed source instantly. As long as a balance to promote interest in (books and) reading habits is established, techlnology-based libraries give the opportunity to educate students about managing electronic data, and the use of such information, in a way that inquire thinking, problem solving, and critical thinking are applied. A related concept to techlnology-based libraries is techlnology-based textbook. This concept, not only facilitates a more economic distribution of textbooks, but it also opens doors to educators who truly want to make a difference by being the authors of their own material. It is a revolutionary learning tool, since it permits remote access, modifying, and sharing; it can be interactive, and may include  formats like audio and video, allowing visualization of the material.

Smart devices are making education easier in several ways for exceptional students. It is worth to mention how an iPad, mirroring the teachers computer screen, is used to personalize the learning path of a student with sight limitations, who now has the chance to have an individual close-up to anything that could be projected on a white board in class. Within the same concept, softwares applications like Nova Chat, installed to a Samsung tablet, with a bluetooth speaker adapted in the back, serves as a communication device for non verbal students. Nova Chat offers quick access to common expressions by tapping on icons and buttons on a touch screen, and a keyboard for regular typing; it also features editable buttons, which can be customized to prompt new words or messages.

Although published on October 18, 2012, the following video describes how, and why technology is included in modern classrooms. Please, click here to watch this short video.

Technology in the classroom simplifies the learning process and provides adaptable tools to suit students' diversity.

The information provided in this post is not only credited to Transforming Learning with New Technologies, by Robert R. Maloy, Ruth-Ellen Verock-O’Loughlin, Sharo A. Edwards, and Beverly P. Woolf, but to observations and in-class experiences in elementary schools in Naples, Florida, in Collier County as well.