I was surprised to read how similar new literacy skills are similar to literacy skills. For instance, in the article 21st Century Fluency Skills has listed reading and writing skills along with personal skills (Jukes, 2007). The article also has media and technology skills. After reading the skills for 21st Century Skills it is evident that the new literacy skills and literacy skills overlap one another. I stress to my students when they are on the computer navigating web sites they are reading. They are shocked when they hear me tell them they are reading. Parents and teachers alike do not view computer time as reading time. Instead it is viewed as wasting time. I had a student ask me to write him a note for his mother about reading on the computer, because she did not believe him!
The knowledge and experience I have gained from this course are truly amazing. It has influenced me on how I will instruct my students in researching on the Internet. Before I took the course with Walden, I knew the basics of researching the internet, that is one or two search engines and typing in key words. Since I have completed the course, I feel confident in teaching my students how to search the internet. The QUEST model for Internet Inquiry is a wonderful model for teaching students how to research questions, understand resources, evaluate, synthesize, and transform information (Eagleton, & Dobler, 2007). I have begun to instruct my students on what is a good source and what is a bad source using Web sites and search engines. My students are finding this new information delightful. I have their full undivided attention when it comes to technology, they want to learn everything they can about technology, it is their life.
A professional goal I have after completing this course is to present the idea of every student being a digital citizen in the school district (Ribble, 2008). My first step is to discuss it with my head technologist in the school district. She encourages 21st century skills in the classroom, so I think this would be something she would be interested in. Next, it would need to be discussed with our school superintendent, then the school board. I would need to communicate clearly about digital citizenship. In order for me to communicate those ideas I would need to research evidence about the effectiveness of a digital citizen, then verbally and visually present those ideas. I also would want to involve parents with my ideas to present to the superintendent and the school board, since parents have a lot of control over school policies.
Overall my experience with this course was a full-filling, worthwhile learning experience.
Take Care,
Lynette
Eagleton, M. B., & Dobler, E. (2007). Reading the Web: Strategies for Internet inquiry. New York: The Guilford Press.
Jukes, I. (2007). 21st Century Fluencies Quotient Insta-Audit. Retrieved November 1, 2009, from http://www.committedsardine.com/handouts/tfcfia.pdf
Ribble, M. (2008, December). Passport to digital citizenship. (Danish). Learning & Leading with Technology, 36(4), 14–17.
Tuesday, December 22, 2009
Tuesday, June 23, 2009
Reflection
As I reflect on what I have learned in the last eight weeks about integrating technology in the classroom it is thrilling. On a professional level, it brought about awareness of what a 21st century teacher is. One of the characteristic is being a risk taker by implementing technology in the classroom, going beyond the norm. When school begins this fall this is the characteristic I will be adopting. I will start with a lesson about online safety and invite parents, administrators and colleges to my classroom to participate with the students. Hoping this will facilitate an open communication among everyone involved.
My students know more about technology than I do. This course has given me a running start with my students. My focus is on my students, that is, how technology can be of assistance to them now and in the future. I will be the facilitator of technology in my classroom. We both will learn together.
Students need to be involved in their education. After all, this is their education. Students will be represented at staff meetings. There will be a change in my role as a teacher and there will be a change in the role of my students as learners. Technology will not drive classroom instruction; rather instruction will drive how technology is used in the classroom.
To increase student achievement I need to start with prior knowledge. Then tie it to new information, which will lead to meaningful learning for students. I will use common sense as I model for my students how to ask questions beyond the curriculum and how to locate the answer.
One goal I have for technology is learning all aspects about using the Smart Board in the classroom. I started this goal about two weeks ago by attending a class on Smart Board. This fall I will use what I learned. After I feel comfortable, I will take the advance class using the Smart Board. Another goal I have is using portable devices in the classroom. This goal will be a challenge, since teachers at my school site are told to confiscate portable devices if they see them. I will have to approach this delicately. I will write a memo to all teachers, administrators, and parents about portable devices being a learning tool. The letter will have signatures from central office, those who are supporting portable devices in the classroom. It makes me think about what Eleanor Roosevelt said, “Do what you feel in your heart to be right - for you'll be criticized anyway. You'll be damned if you do, and damned if you don't.”
The biggest change on the checklist from week 1 is being a teacher leader at my school. Up until I took this course I did not promote, participate, or seek other professionals for developing technology in the classroom. Since this course, I have decided to promote, participate and seek other professionals using technology in the classroom. In doing so, I hope to raise student achievement in academics. I wonder if I will see a rise in attendance in those students who seem to miss a lot of school. This coming school year will definitely be a learning curve for everyone involved.
My students know more about technology than I do. This course has given me a running start with my students. My focus is on my students, that is, how technology can be of assistance to them now and in the future. I will be the facilitator of technology in my classroom. We both will learn together.
Students need to be involved in their education. After all, this is their education. Students will be represented at staff meetings. There will be a change in my role as a teacher and there will be a change in the role of my students as learners. Technology will not drive classroom instruction; rather instruction will drive how technology is used in the classroom.
To increase student achievement I need to start with prior knowledge. Then tie it to new information, which will lead to meaningful learning for students. I will use common sense as I model for my students how to ask questions beyond the curriculum and how to locate the answer.
One goal I have for technology is learning all aspects about using the Smart Board in the classroom. I started this goal about two weeks ago by attending a class on Smart Board. This fall I will use what I learned. After I feel comfortable, I will take the advance class using the Smart Board. Another goal I have is using portable devices in the classroom. This goal will be a challenge, since teachers at my school site are told to confiscate portable devices if they see them. I will have to approach this delicately. I will write a memo to all teachers, administrators, and parents about portable devices being a learning tool. The letter will have signatures from central office, those who are supporting portable devices in the classroom. It makes me think about what Eleanor Roosevelt said, “Do what you feel in your heart to be right - for you'll be criticized anyway. You'll be damned if you do, and damned if you don't.”
The biggest change on the checklist from week 1 is being a teacher leader at my school. Up until I took this course I did not promote, participate, or seek other professionals for developing technology in the classroom. Since this course, I have decided to promote, participate and seek other professionals using technology in the classroom. In doing so, I hope to raise student achievement in academics. I wonder if I will see a rise in attendance in those students who seem to miss a lot of school. This coming school year will definitely be a learning curve for everyone involved.
Friday, June 5, 2009
First Pod Cast
http://lynettevega.podbean.com/mf/web/ycqak6/Podcastassignment.mp3
I interviewed four students between the ages of 5-13, asking them questions about their uses in technology. The reason I did a wide span of ages was to see who uses technology more, the younger or older student?
I clicked on the Audacity icon on my lap top and one of the students remarked by saying, “Your using Audacity?” I told her, “Yes, have you used Audacity before?” My thoughts were yea, she could show me how to cut and edit the sound bytes. She said, “Yes, only once when we had to make a commercial for a business we made at school.” I then asked her, “Do you know how to use Audacity?” “No, I forgot how to use it.” There went my hopes of having someone show me how to edit a podcast. Then the interviewing began.
The results were the younger the student, the less familiar they are with technology. Their favorite technology is using the television and playing games on the computer. The older students used several technical devices, than the younger student. They use their cell phone the most, but not for talking, for texting. They also use the computer to chat with their friends. The younger students said when they get older they too will have access to chat with friends.
The consensus is all students use more technology outside of school, than they do at school. The older the student, the more fluent they are using technical devices.
I interviewed four students between the ages of 5-13, asking them questions about their uses in technology. The reason I did a wide span of ages was to see who uses technology more, the younger or older student?
I clicked on the Audacity icon on my lap top and one of the students remarked by saying, “Your using Audacity?” I told her, “Yes, have you used Audacity before?” My thoughts were yea, she could show me how to cut and edit the sound bytes. She said, “Yes, only once when we had to make a commercial for a business we made at school.” I then asked her, “Do you know how to use Audacity?” “No, I forgot how to use it.” There went my hopes of having someone show me how to edit a podcast. Then the interviewing began.
The results were the younger the student, the less familiar they are with technology. Their favorite technology is using the television and playing games on the computer. The older students used several technical devices, than the younger student. They use their cell phone the most, but not for talking, for texting. They also use the computer to chat with their friends. The younger students said when they get older they too will have access to chat with friends.
The consensus is all students use more technology outside of school, than they do at school. The older the student, the more fluent they are using technical devices.
Friday, May 29, 2009
Parnership for 21st Century Skills
While I was navigating around on the web site for Partnership for 21st Century Skills http://www.21stcenturyskills.org/ I was overwhelmed with all the information. P21 has several well renowned businesses in partnership. I noticed they had wonderful videos and great ideas. They had a video on how they built a car using all the core subjects. No where, did I find anything about how to implement those wonderful ideas into the curriculum.
P21 believes every student, every district, every school, and every classroom is unique. They have set up guidelines using technology in the classroom. It is up to educators and school districts of how to use technology in core subjects. The only guidelines I seen was for Social Studies and English, and then it was only for 4th, 8th, and 12th grade. P21 explained that the learner needs to be a master at their core subject in order to do well with technology. It was unclear of what makes a master. Is it mastering the concept at 70%, 80%, 90% or 100%? What is a master?
I need to teach my students to be critical thinkers, problem solvers and to collaborate according to P21. P21 vision is not based on how students think; instead it is all about skill. Nothing about knowledge.
P21 has wonderful ideas, but in reality I do not see any support on how to train the students to be masters and how to train students to be critical thinkers.
P21 believes every student, every district, every school, and every classroom is unique. They have set up guidelines using technology in the classroom. It is up to educators and school districts of how to use technology in core subjects. The only guidelines I seen was for Social Studies and English, and then it was only for 4th, 8th, and 12th grade. P21 explained that the learner needs to be a master at their core subject in order to do well with technology. It was unclear of what makes a master. Is it mastering the concept at 70%, 80%, 90% or 100%? What is a master?
I need to teach my students to be critical thinkers, problem solvers and to collaborate according to P21. P21 vision is not based on how students think; instead it is all about skill. Nothing about knowledge.
P21 has wonderful ideas, but in reality I do not see any support on how to train the students to be masters and how to train students to be critical thinkers.
Wednesday, May 13, 2009
My Dream
I want to create a blog for my 6th grade students to share their stories they wrote on a global aspect. The name of the blog would be Stories from Rm 16. The purpose behind the blog would be for my students to share their writing with other students around the world. In addition, parents could read their child’s stories. It would greatly benefit those parents that travel a lot or parents over in Iraq. This is one way parents could stay connected with their child’s schoolwork. My students would take blogging more serious than writing on paper, because they would know the world would see their story. This alone would enhance the lesson. They would be careful about their word choice, conventions, and organization.
Blogging is a skill a student will use through their life, either on a personal basis or for a school assignment, including college. Students need to be taught what is appropriate and what is not appropriate on a blog. I would post guidelines on the blog for my students to refer too and for the audience to have reference for what is accepted and what is not accepted.
I know I have to protect my students from the outside world. I am currently researching safety issues for my students so they can blog. I also, have to consider my safety net, my job. There is always someone in our society that spoils it for everyone. Safety is the biggest issue I perceive for blogging in the classroom.
Blogging is a skill a student will use through their life, either on a personal basis or for a school assignment, including college. Students need to be taught what is appropriate and what is not appropriate on a blog. I would post guidelines on the blog for my students to refer too and for the audience to have reference for what is accepted and what is not accepted.
I know I have to protect my students from the outside world. I am currently researching safety issues for my students so they can blog. I also, have to consider my safety net, my job. There is always someone in our society that spoils it for everyone. Safety is the biggest issue I perceive for blogging in the classroom.
Sunday, May 10, 2009
I thought I had everything done on my blogger account. I was missing the most important part, the comments. So here is my comment, isn't technology fun! I mean, I could stay in my comfort zone which is away from the computer. Instead, I venture out into new areas on my computer, then TRY to learn from my mistakes. Leason learned, go to bed when I am tired, inorder, to stop myself from making more mistakes.
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