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.