Journal 9

Page Liz. , Sheehan Tracy, , & Worrell Colleen, (2012). How to do more with less. Learning and Leading,39(6), 18-23. Retrieved from http://www.iste.org/learn/publications/learning-and-leading/DigitalEditionMarch-April2012.aspx


Summary: Technology is an amazing resource to any classroom. However, integrating technology can seem like an expensive way to meet state standards. However, there are many ways to incorporate technology and greatly enhance learning for cheap. Using blended or flipped classrooms, teachers can provide free resources online to continue learning for their students. In flipped classrooms, the resources provide an introduction to material before the students come to class. Some resources teachers can use to engage the students are: blogs, wikis, social bookmarking tools, and creative expression tools. One tool a teacher can use is Edmodo, a private social networking site that allows teachers and students to communicate. Teachers can send events and reminders to students; students can send in assignments through this site. The idea is to provide students with information and resources whatever, whenever, and wherever. Lastly, students can apply these digital age competencies to all subject matters to enhance learning and comprehension.


Question 1: Why are free internet resources important to student learning? 
     Free resources on the internet provide the student with more opportunities to learn on their own time. When learning is limited to the classroom, the student is not able to explore subjects further at home. Online resources can provide extra learning when doing homework, or working on a project. Instead of flipping through a textbook and trying to comprehend the dull words, students can search through blogs, podcasts, vodcasts, and   other articles to learn outside their classroom.


Question 2: How can teachers incorporate podcasts into the classroom?
   Podcasts are great learning tools as well as relfecting tools. Teachers can post podcasts (their own or educational ones available online) for students to listen to and learn more about a subject. Podcasts allow teachers to reach students who may be primarily auditory learners. Students can also create their own podcasts after they have learned about a subject. They can post their podcasts for fellow students to listen to and learn from. 

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Journal 6

Vaidyanathan Sheena. (2012). Foster in creativity and innovation through technology. Learning and Leading, 39(6), 24-27. Retrieved from Page Liz. , Sheehan Tracy, , & Worrell Colleen, (2012). How to do more with less. Learning and Leading, 39(6), 18-23. Retrieved from http://www.iste.org/learn/publications/learning-and-leading/DigitalEditionMarch-April2012.aspx


Summary: STEM education and creativity often seem at odds with each other. One encourages logic and consistency, the other encourages freedom and inspiration. Technology through digital design allows the gap between the two to be crossed. A twelve week design course is being taught to fourth-sixth graders in the Los Altos School District. Using free software and computer labs that are already present at the school site, these students are learning how to create characters and video games. Learning digital design gives the students the opportunity to see mathematics applied, some even saying "I learned this in math class!" More importantly, it gives students the opportunity to be creative, which is becoming more and more rare in classroom. Creativity and innovation are part of technology standards, and graphic design is a great way inspire both attributes in students. Digital design helps engage students in both STEM applications and art applications leading to well-rounded, technologically-capable students.


Question 1: How can teachers push for this kind of program at their school during tough economic times?
    Most schools are concerned with costs during this budget crisis. However, this design program is very cost effect. First of all, it uses free software, coming at no cost to the school or the student if they choose to download it at home. Second of all, most school already come with a computer lab, which can be used for this design class. The biggest cost will be providing a capable digital design instructor. The author described how her school raised money through parents to provide the funds for this teacher. 


Question 2: How can teachers integrate these techniques into their class?
   There are many ways teachers can integrate digital design. A history teacher might assign a video game to be based upon the Civil War. Using historical parameters, students could design characters and battles that reflect what actually happened. An English teacher might have students write a story, and then digitally design the characters from that story. Students could then share characters and how they made them through Twitter to promote collaborative learning.

Journal 8: Adaptive Technology

COMMUNICATION


What is AAC?
     Augmentative and Alternative Communication, or AAC, is any type of communication that does not involve oral speech. People with speech or language disorders rely heavily on AAC tools to communicate their thoughts, desires, needs, wants, and ideas. There are many both no tech and high tech tools available to help those who primarily use AAC.

By pointing at pictures, students can communicate
basic needs with no technology

LOW TECHNOLOGY: One low tech tool that is available is a a picture communication board. A picture communication board is exactly that, a board ranging in size from an index card to larger than a piece of paper, with colorful pictures describing different words. Because not all thoughts and ideas can fit onto one boards, there are many themed communication boards to help express a multitude of objects and emotions. A communication board would be used in the classroom to help foster the teacher-student relationship. The student using the board could use it to express their needs to the teacher or other students, while the teacher can point to the board to help emphasize what she is trying to say. This tool is not perfect for the classroom because is limits what can be communicated, but can be helpful for common needs.

By gazing at specific keys, users can
communicate with the world around them

HIGH TECHNOLOGY: As technology has evolved, AAC tools have multiplied, providing high technology improvements in communication. One high tech tool is the Eyegaze Edge. The Eyegaze Edge is a large screen with various commands that can be activated through an eye gaze (determined by a specified amount of time). Using this tool, a person can synthesize voice, use a computer, email, and even control the environment around them. In the classroom, this tool would foster a wide conversation as it vocalizes the thoughts of the user. It would also allows students to complete assignments since it allows users to type and use a computer. 


Accessibility


What is an input device?
    An input device is a tool that provides information to the computer. For example, a mouse, keyboard, USB stick, and scanner are all examples of input devices. 

Provides easier access to the computer
for those with severe motor disabilities

HARDWARE TOOL: One hardware tool used to help accommodate computer use for those with physical hardships is the Roller Plus Joystick, sold by the Traxsys company. The Roller Plus Joystick is an alternative to a mouse. Using the joystick, the user is able to control computer functions the same way a mouse does. The Roller Plus Joystick also comes with a foam ball handle and a T-handle for those with varying degrees of use of their hands.

Tobii makes computer usage easier
and more accesible

SOFTWARE TOOL: One software tool used to enhance computer usage is the Tobii Communicator. This software improves computer use as well as communication, including translating text into speech, allowing for alternate keyboard set-ups, and providing symbols to help those unable to read or write to communicate. Like the Eyegaze Edge, the Tobii Communicator provides computer access to those who normally would not have access. It also supports multiple input devices and even allows for eye gazing input devices.


Peers I commented on:


Jose


Kristen

Journal 7: My Personal Learning Network

PLN's: A little bit of everything!

As technology advances and changes, people have the opportunity to interact with others across the globe who share similar interests. A personal learning network (or PLN) is an online community of people with the same interest who can learn from each other through different mediums. There are many avenues in which someone can use a PLN. Personally, I used Twitter, Diigo, and The Educator's PLN (a digital discussion forum) A PLN will help me as a teacher to develop contacts throughout the educational world. It will allow me to get answers to education problems from outside my immediate circle. I can also use it to become more aware of the changing use of technology in the classroom.


 Twitter is a social networking site that also makes for a great PLN tool. Twitter allows users to send short bursts of information to their followers, and using common tags, allows users to have discussions about specific topics. For me, Twitter is the PLN tool I have come to use the most, as it is easily accessible and user friendly. My Twitter PLN consists of: Lisa Dabbs, Steven W. Anderson, edutopia, Tom Whitby, Eric Sheninger, as well as my fellow classmates. I chose these individuals because they seemed to have a wealth of good information to share with their followers. I have already learned more about the teaching profession and the impact technology has on it from following them. These people have also been key players in the different chats available on Twitter. I participated in one edchat on April 3rd (this morning) at 9am. The topic was administrators and their role in the educational world. From the posts I read, I could sense that the teachers felt that the admin were out of touch with technology and the classroom. Many posed questions asking what it would be like if administrators actually spent time in the classroom. Some users pushed for more admin to start creating PLN to connect with teachers and fellow administrators. I enjoyed reading the tweets and learning from more experienced teachers. Edchat provided a platform in which I could pick the brains of teachers that I normally wouldn't have access to.


 Diigo is a PLN tool that allows a user to save helpful websites to an online library which can be shared with other Diigo users. The benefit of bookmarking with Diigo is that the information is stored online so that it may be accessed wherever the Internet is available. Additionally, users can search the Diigo community library for articles containing information they are looking for. I have been using Diigo to bookmark interesting articles people have posted on Twitter, as well as websites I know I will need to remember for future assignments. I chose to follow people who were active on Diigo and shared a passion for education like I do. I follow Scott Shelhart because he posts regularly with information pertaining to education. I chose to follow Kathy Blades because she is a media coordinator at a middle school, and I would like to see what her job looks like. I chose to follow Kelly Hines because she does professional development for teachers, and I feel that she will provide me with wonderful resources for my PLN. I am following Stacey Isenberg because she is heavily involved in bringing technology into the classroom. Lastly, I chose to follow Tom Whitby because I follow him on Twitter, so I know he provides great articles. I bookmarked 3 articles as well, to increase my knowledge of PLN's. One I tagged, "The A-Z Dictionary of Educational Twitter Hashtags", will help me to use Twitter to its full advantage as a part of my PLN. Another article, "23 Resources about Personal Learning Networks (PLNs) : Teacher Reboot Camp" provides 23 resources to users so that they can understand and build up their PLN's. Lastly, I tagged "The Innovative Educator: 5 Things You Can Do to Begin Developing Your Personal Learning Network" because I am still in the beginning stages of my PLN and I feel that this article will help me develop my PLN.


 I chose to join The Educator's PLN, a digital discussion forum because it has a large number of resources available for me to draw from. The Educator's PLN provides professional learning opportunities in a multitude of ways: through forums, blogs, podcasts, videos, etc. I chose to read one blog post about cell phone use in the classroom. The blogger is an advocate, stating that if we teach students how to use cell phone technology to their advantage in the classroom, they will learn so much more. The idea that cell phones are distractions is not a strong an argument as some may think. I have had a range of teachers from those who abhor cell phone use in the classroom (common) to those who embrace its proper use (fairly rare). However, when I am able to use my cell phone to enhance my learning the classroom, the material becomes much more relevant to me, not to mention the fact that I am able to save what I have learned and access it outside of the class.

Journal 5

Still Beth. (2012). Ten surfire ways to destroy your twitter cred. Leading and Learning, 39(6), 10-11. Retrieved from http://www.learningandleading-digital.com/learning_leading/20120304?pg=34&pm=2&fs=1

 Summary: Twitter can be very useful in creating a PLN. However, there are some guidelines one should follow if they want their Twitter account to be fruitful for their followers. For example, Twitter users should refrain from using both foul language and text language. Foul language is frowned upon by school administrators, and it represents a negative version of the image you are trying to present. Text language gives followers a feeling that what you are saying isn't important enough to warrant standard English. Twitter users should also avoid posting inappropriate material for their PLN to see. If they desperately want someone to see how much fun they had at the bachelorette party, they can create a secondary Twitter account for their personal life (another suggestion made by the article. Lastly, Twitter users should have a clear profile picture and description for other users to read. People want to fill the PLN with real, useful users, and having both of these features allows them to find effective people to add. 

Question 1: How might using your Twitter account in a PLN incorrectly effect your educational career?

More and more educational specialists (administrators, teachers, etc) are using Twitter to communicate and share ideas. It is allowing the educational world to get smaller and larger at the same time. Reputations on PLN's get around, and if you gain a negative reputation by constantly breaking the rules from above, administrators and other teachers will gain a negative view of you that may or may not be correct. That is why they suggest having a separate account for your followers who are interested in your non-educational life.

Question 2: What is the importance of transparency on Twitter?

PLN's are supposed to consist of real people sharing their real thoughts and ideas. The best way to keep this line of communication open is to be transparent with your followers. When you begin to put up a front and act in a dishonest way, your usefulness to the PLN, and the PLN's usefulness to you is greatly diminished. People stop being interested in what you have to say because you keep everything shrouded.

Journal 4

Campbell Laurie, O. (2012). If you give a kid a camera.Learning and Leading, 39(5), 30-33. Retrieved from http://www.iste.org/learn/publications/learning-and-leading/February-2012.aspx

Summary: There is a domino effect of learning when a child is handed a video camera. This piece of technology can engage the students' desire for knowledge. One question a teacher should ask themselves before bringing the technology into the classroom is "how does this piece of technology improve the students' understanding of the content?" In the case of video cameras, they can improve content understanding in a variety of subjects. In language arts, for example, students can make quick one-minute vocabulary videos, or short book reviews. In math, they can record their own thinking through a math problem and then review it to study what they did right and what they did wrong. In science, they can use video to provide a visual representation of what they were observing. Lastly, for social studies, they can go into their community and record primary sources of the events around them. Using video cameras allows children to practice problem based learning, and share their solutions with students all around the world.

Question 1: How can a teacher advocate for the use of video cameras in the classroom when budgets are low?   

I think the best thing a teacher can do is show to the administration the importance of using technology. Teachers can research classes that have done similar projects and show the success of those students. Fundraising can also go a long way in reaching the goals to purchase such equipment. It also allows the children to feel like they are taking responsibility in their own education.

Question 2: What other benefits can come from students learning to use video cameras?

Students will learn responsible handling of technology and the proper ways to care for cameras. They will learn to share the equipment among each other. They will also realize that other students will be using their camera and that they need to take good care of it so the other students will get the same opportunity as they are getting. Making videos also engages the students creativity and allows them to think in a variety of ways that typical school learning limits.

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Journal 3

Krauss Jane. (2012). Infographics: More than words can say. Learning & Leading, 39(5), 10-15. Retrieved from http://www.iste.org/learn/publications/learning-and-leading/February-2012.aspx

Summary: Students, when learning, use two distinctive parts of their brain; linguistic and non-linguistic. Infographics provides students the opportunity to engage both of these aspects. They allows students to take what they've learned, take it apart to find where the good information lies, and represent it visually. 70% of the sensory receptors are in the eyes. Teachers are encouraged to use infographics because it allows the children to take their data and tell a rich story with it. For instance, one class studied how accessible their city was to the residents. They took note of the sidewalks, bike lanes, their neighbors abilities, and other mobility challenges. They could then take their data and use infographics to represent it. Once their infographics are complete, they can come back together as a class and work on solutions to the accessibility issue. A good infographic has three components: it tells a story, it is clear to understand, and it uses good data. The article suggests that teachers pay attention to the infographics around them to learn more advantages and techniques in using them.

Q1: Are their ways to teach students infographics if computers aren't readily available?

I think so. Infographics are visual representations of data. While computers certainly aid in making infographics colorful and clear, students can learn to draw their own infographics or create their own by hand. This will teach students both visually and kinetically.

Q2: How can teachers ensure that children understand the usefulness of infographics?

 The best way for teachers to ensure their children understand how to use infographics is to keep them present in the classroom. If the students see them used throughout their lessons, they will realize how others see and use infographics. The constant practice of interpreting infographics will ensure that children understand the importance and function of present data practically and pleasingly.