A Technology Success Story

The article entitled Differentiated Instruction: Getting Personal with Technology can be found at: http://www.edutopia.org/stw-differentiated-instruction-technology-elementary.  The article was written by Grace Rubenstein.

 Summary:

This article focuses on a school in Columbia, South Carolina called Forest Lake elementary.  This school is a technology magnet school that has interactive whiteboards and eight computers (Tech Zones) in every classroom.  The classrooms also use PowerPoints, Flip cams, blogs, and computer programs.  These tools enable teachers to meet the needs of all students (differentiated instruction).  Teachers use nontraditional methods to teach and in the process, all students are actively engaged in learning.  Parents are supportive of what their children are accomplishing, and the school’s testing scores are high.  Teachers are collaborating with their colleagues and sharing what they are doing and what is working in the classrooms during faculty meetings.   Technology has been a positive influence at Forest Lake elementary.

 New concept/interesting idea:

I thought it was interesting that the article mentioned most of the teachers at Forest Lake were older, seasoned teachers who had to learn how to use technology.  This was encouraging for me to want to try using more technology in my room.  It is a tool and can be utilized to finally solve the problems in education.  As a teacher, I am always confused as to how I am to meet the needs of all learners and make learning personalized for each student.  I think what Forest Lake elementary has done is incredible and many of the ideas presented in the article I would like to try out.  I was particularly excited to read that a second grade class had begun a class blog.  This inspired me even more to begin mine this fall!

My response:

I go so excited while reading this article that I immediately forwarded it to the administration at my school!  I especially want to look into the two computer programs used by Forest Lake Elementary schools (Study Island and EducationCity).  The ideas presented in this article provide many answers to the questions teachers have about differentiating instruction.  I have had many conversations with colleagues who have complained with me about how to bring up test scores while meeting the needs of all learners.  According to the success of the school written about in this article, technology seems to be the answer.  I am more motivated than ever to bring technology into my classroom.  I feel that technology works hand in hand with meeting the needs of all learners, and keeping students actively engaged which promotes classroom management.  I want my students to be prepared for a world where technology is part of everyday life and functioning.

Let Go and Let Them Learn

The article entitled Figuring it Out can be found at: http://figuringitouted.blogspot.com/2011/06/giving-up-control.html.  This blog post was written by J. Bevacqua who is a father, teacher, and school principal. 

 Summary:

In this article the author (who is a teaching high school principal) describes an experiment that he tried with his Law 12 class.  The experiment was an exit assignment called “I want to know more about. . . “

The students were required to choose a topic or question that they wanted to research and then present to the rest of the class.  The teacher did not provide approved topics or even many project requirements for his students.  The students were given complete choice for their assignment as well as the method they could use to present it.   The class did work together to brainstorm a list of controversial current events as well as encouragement to think deeply.  The author-teacher decided not to discuss grades or rubrics, but instead focused the students on answering their questions.  The results were incredible!  Students chose interesting topics, consulted multiple sources, and used media to present their findings.  The class as a whole was motivated to do their best and found the project to be a gratifying experience.  The teacher found that the power of choice (and not the grade) was extremely motivating for students.  He also learned that relinquishing control as the teacher was a freeing experience and plans to do it more. 

 New concept/interesting idea:

I think the concept of problem-based inquiry is fabulous.  Instead of the traditional method of answering questions, students are called upon to ask and answer their own.  This calls for higher level thinking and real-life application.  I thought the complete choice approach was genius.  It just makes sense that students would be intrinsically motivated to complete an assignment that they got to choose instead of being assigned to one.  The emphasis on the process of asking questions instead of grades and rubrics was very refreshing for me as a teacher. 

 My response:

I really loved this article!  I tend to be a control freak by nature.  This is fueled by my A-type personality and love of order.  As a new teacher, I am finding that it is ok to give up control and allow my students to explore.  This article really enforced this for me.  My second graders may need more guidance than the high school students who participated in this project, but I think the use of menus, or group work would be perfect for my young class.  I’m looking forward to a new school year, mew students, and the ability to let go and let my students learn through choice and self-motivation!

What Will Teaching Look Like?

Summary:

The video called Teaching in the 21^st Century can be found at: http://www.youtube.com/watch?v=OTIBDR4Dn2g&feature=iv&annotation_id=annotation_992282.  This video highlighted the changes in education due to technology and then proceeded to ask questions about the future.  Teaching methods and tools are evolving to accommodate technology in the classroom.   Curriculum and state standards will change as well as some subjects become irrelevant in our society.  Technology is revolutionizing education to make learning more engaging and applicable to students.  The possibilities are endless!

 New concept/ idea:

This video made me think about the goal of education: meaningful learning for students.  If technology can help accomplish this goal, then I as a teacher need to be on board and bring it into my classroom on as many levels as I can.  The video addressed a common fear that teachers have regarding technology in the classroom and that is how to manage it.  I loved how the video stated that technology tools such as cell phones, laptops, and Twitter accounts should be managed just like pencils, paper, and crayons.  It’s not the tool itself that is the problem, but the temptation to misuse it.  This was a very freeing idea for me and I feel confident that if my students are taught how to use technology tools, we will be able to accomplish amazing things as a class.

 My Response:

I am more motivated than ever to bring technology into my classroom to provide engaging learning experiences for my students.  The world is changing and educators should be supportive and knowledgeable about these changes.  I don’t want to hold my students back or hinder them because I haven’t taken the time to familiarize myself with these various tools.  I want my students to learn how to conduct themselves appropriately online, properly use search engines for research, and to use tools to find the answers to questions they have.  I’m excited to blaze the technology trail with my students this school year!

Technology in the 21st Century

Summary:

The video entitled 21^st Century Education in New Brunswick, Canada can be found at: http://www.youtube.com/watch?v=EjJg9NfTXos.  This video basically highlights how technology is not only changing the world, but it is happening fast.  These advances in technology are directly impacting education and the video emphasizes these changes in New Brunswick public schools.  The message of the video is positive and sheds light on where education is heading due to technology.  Schools are going to have to evolve accordingly to keep up. 

 Interesting/new idea:

I was amazed at a statistic that was included in the video stating that today’s top ten jobs did not exist in 2oo4.  I was also surprised to realized that some of the greatest changes in technology have occurred in my lifetime.   This fostered a deep sense of respect in my heart to the generation of individuals who have not been raised in this era and who have had to greatly adjust accordingly. 

 My response:

As an educator, I want to be accepting, not resistant to change.  It is my responsibility to model lifelong learning and professional as well as developmental growth in all areas, including technology.  State standards, curriculum, and skills that we teach now may not be relevant soon.  I am excited about what education will look like in the next five years, and I’m sure I will be even more amazed at how school will look for students in ten years.  I think the best is yet to be!

NETS-T Standard 5 Response

5. Engage in Professional Growth and Leadership

Teachers continuously improve their professional practice, model lifelong learning, and exhibit leadership in their school and professional community by promoting and demonstrating the effective use of digital tools and resources. Teachers:

a.	participate in local and global learning communities to explore creative applications of technology to improve student learning.
b.	exhibit leadership by demonstrating a vision of technology infusion, participating in shared decision making and community building, and developing the leadership and technology skills of others.
c.	evaluate and reflect on current research and professional practice on a regular basis to make effective use of existing and emerging digital tools and resources in support of student learning.
d.	contribute to the effectiveness, vitality, and self-renewal of the teaching profession and of their school and community.

Summary:

Standard five places an emphasis on professional growth and leadership for the teacher to model.  Teachers are to be examples of lifelong learning especially in the area of technology.  Teachers should  communicate with others in the profession and build relationships globally using technology.  Teachers should also exhibit leadership skills by infusing technology into their classrooms, participate in social collaboration, as well as learning from the technology skills of others in the profession.  Teachers are called to evaluate and reflect on current research.  Finally, teachers should contribute and be an asset to their school and community.

 My strengths in this area:

I am a lifelong learner because I am currently enrolled in graduate school to obtain my master’s degree.  This class in particular is strengthening my each week.  I take professional development classes and am also on the lookout for new ideas in my profession.  I collaborate with my colleagues.  It is very important for my students to see me modeling this. 

 My weaknesses in this area:

I do not communicate globally with other teachers as much as I would like to.  I think the starting of my blog is going to help me  accomplish more social networking on a professional level.  I am thrilled to begin a collaboration with other professional in Google docs.  My class this coming year will begin a friendship via Twitter with a school in another country.

Teaching and Nobility

The article entitled I’m not Messing Up-I’m Learning, was written by Vicki Davis.  It can be found at her blog: http://coolcatteacher.blogspot.com/2011/01/hey-im-not-messing-up-im-learning.html.

Summary:

In this article, the author writes about famous leaders and events throughout history who discovered or learned something through their mistakes.  She encourages the reader to be willing to fall into mistakes but only if something is learned from the process.  The author compares today’s hard-working and often under-appreciated teacher to nobility.  Teachers have a tremendous responsibility and a noble calling; to educate young minds.  However, many teachers lose this “noble heart” in the process of the day-to-day grind, school politics, and in dealing with difficult students.  Teachers are encouraged by the author to do something every day to make a difference and not lose heart.

 New/Interesting concept:

I loved the idea of teachers being compared to nobility.  Our job is a noble calling.  The ability to teach and instruct is of high importance.  I am thankful for the reminded the author gave about learning from mistakes.  My students make mistakes every day and I certainly have my fair share of mistakes as well.  I want to be more conscious of learning from these downfalls and encouraging my students to learn from their mistakes as well. 

 My Response:

This article was exactly what I needed to read as the new school year quickly approaches.  I do get “weary in well doing” and often find myself complaining and whining over my noble occupation.  I am encouraged and motivated to learn from my mistakes and to teach my students to do the same.  This article made me think of my profession in a new light-it is noble. 

NETS-T Standard 4 Response

NETS-T Standard 4: Promote and Model Digital Citizenship and Responsibility

Teachers understand local and global societal issues and responsibilities in an evolving digital culture and exhibit legal and ethical behavior in their professional practices. Teachers:

a.	advocate, model, and teach safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources.
b.	address the diverse needs of all learners by using learner-centered strategies providing equitable access to appropriate digital tools and resources.
c.	promote and model digital etiquette and responsible social interactions related to the use of technology and information.
d.	develop and model cultural understanding and global awareness by engaging with colleagues and students of other cultures using digital-age communication and collaboration tools.

 Summary:

This standard deals with the very important issue of digital citizenship and responsibility.  Teachers are to model and teach students how to safely, appropriately, and legally use technology.    Teachers are called to familiarize students with copyright laws, as well as provide accurate citing of sources.  The teacher has the responsibility to meet the diverse needs of learners by using student-centered strategies that students are able to easily utilize.  Teachers are to model and teach proper digital and social etiquette.  Finally, teachers should promote and model cultural understanding and international awareness by communicating with colleagues and students around the world through the use of digital tools.

My strengths in the area:

I teach my students life skills that apply to digital as well as face to face communication with others.  My students learn how to compose a “friendly email” during our unit on the friendly letter.  During our animal research unit I teach my students about citing sources.

My weaknesses in this area:

I have not fostered international relationships within my class.  I am very excited about beginning a friendship with a class in another country this year.  I need to introduce and model to my students my own digital etiquette in the classroom.  I want my students to  know how to present themselves online.

Global Learning in Kindergarten

The article entitled, I heard them say, Love is the Way, was written by Miss Knight and can be found at her fabulous blog: http://missnightmutters.blogspot.com/2011/03/i-heard-them-say-love-is-way.html

 Summary:

This article was written by a technology-savvy Canadian kindergarten teacher who began a project with her class called Kindergarten Around the World.  Miss Knight’s class liked up with another kindergarten class in East Borneo, Indonesia to create a virtual exchange.  The classes created an imaginary kindergarten student named Ella.  Both of the classes voted on her appearance and interests which was a collaboration of the two countries.  Through the use of Twitter and other forms of technology, the classes were able to communicate.  What they learned from each other was incredible!  The students gained insight on maps and globes skills, weather, time zones, culture and history facts of each country, and so much more.  Not only did the students gain knowledge about life in another country, they formed close friendships with their partner school.  These kindergartens expressed concern and care when they learned about tsunamis and how they are a threat to the lives of those in Indonesia.  The author teacher was amazed at the valuable life lessons her students learned as a result of an academic project.

 New/interesting idea:

While reading this article I was very impressed by the fact that the students who participated in this project were in kindergarten!  This is definite proof that we live in an age of technology natives.  Even five year olds can interact with technology at advanced levels.  I love how the teacher made this project so academic and yet fun at the same time.  This is something I could easily incorporate into my own classroom when we study continents, maps, and globes!  I think it’s great the students kept a journal and even math was integrated into this project through the activity of graphing the weather.  What a fabulous idea!

 My response:

I am already thinking of ways to use this idea in my own classroom.  Students really do learn from each other.  What this kindergarten class gained from this project they never would have from a normal textbook.  Learning became real to them when they were able to interact with students in a different county.  I think it’s wonderful that technology has brought us to this place where we can connect with people from around the world.  I want my students to think globally and foster an curiosity and concern for their peers in other countries.  I can’t wait to research how I can do this in my own classroom!

Response to NETS-T Standard 3

 NETS-T Standard 3: Model Digital-Age Work and Learning

Teachers exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society.

Teachers

a.	demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations.
b.	collaborate with students, peers, parents, and community members using digital tools and resources to support student success and innovation.
c.	communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital-age media and formats.
d.	model and facilitate effective use of current and emerging: digital tools to locate, analyze, evaluate, and use information resources to support research and learning.

 Summary:

This standard requires teachers to be comfortable and fluent when using different technology systems.  They should be able to use their current technology skills to enable them to acquire newer and more updated technology proficiencies in the future.  The teacher should have the ability to collaborate with their students, student’s parents, colleagues, and members in the community using digital tools as well as a variety of  other digital and media formats.  Communication should be relevant information with ideas that help students, parents, and peers.  This communication should use a variety of digital media and formats.  Finally, the teacher should model and facilitate the newest digital tools when analyzing, evaluating, and using informational resources to support research and learning. 

 My strengths in this area:

I use my current knowledge of technology to build on as I learn new forms of technology.  For example, my ability to use a digital camera helped me when I installed my own Webcam in the classroom.  My previous knowledge of using a Promethean Board enabled me to begin experimenting with creating my own flipcharts.  My students got excited when I brought new technology into the classroom and enjoyed watching me model how to use it.  I also communicate with parents, peers, and colleagues through the use of email and my Greenville County School website.  During our animal research unit, I enjoyed introducing and modeling to my students all of the research tools that are online for their individual projects.

 My weaknesses in this area:

I am still uncomfortable with many forms of technology that are available simply because I have not been introduced to them myself.  I would love to build upon what I already know with more advanced tools such as Prezis, interactive flipcharts, and virtual tours.  That is why I am excited to be in this class!  I am also weak in the area of multiple means of communication.  Although I use email constantly during the day to communicate, I really haven’t used anything else.  I’m looking forward to implementing Google Docs this school year!

Technology Native: Today’s Student

 The article entitled Through my Student’s Eyes, was written by Cheryl Oakes.  It can be found at: http://www.speedofcreativity.org/2009/07/10/through-my-students-eyes/

 This article is written from a student’s viewpoint chronicling his educational experience from kindergarten through the twelfth grade.  The student mainly focuses on school experiences that center around technology.  Beginning with the use of a flip video camera, progressing to VoiceThread, blogging, and then finally ending with the social networking phenomena of Facebook, it is evident that technology plays a tremendous role in education.  The student was called a “digital native” by his teachers which caused him question what that statement implied as well as what that made his teachers.  While at first the view on technology that the student takes is positive, toward the end of the article a desire is voiced to go back to kindergarten where more learning takes place and things are simpler. 

 The interesting concept that stood out to me in this article was the amount if technology that is available in today’s classroom.  I do not believe that every classroom in America is as tech-savvy as the classroom alluded to in this article.  I work with many teachers at my own school who do not even use the expensive Promethean Boards that have been provided in their classrooms.  It’s sad because technology advances just as our student’s developmental and cognitive ability does.  From kindergarten to twelfth grade there are various types of technology available for the enhancement of student learning when implemented properly.   The problem is that as teachers we work in a world where, while we are citizens in the field of education, we are immigrants to the field of technology.  Our students are the natives, and unless we embrace technology and use it for meaningful and engaging instruction, we will soon be obsolete. 

 My response is two-fold.  Part of me gets excited about all of the technology options that are available for classroom use.  My mind is boggled when I think of how students are able to connect with their peers in foreign countries.  I love that technology can do that.  I think it’s wonderful that we teachers can do more than just teach our students academics and life skills, but also digital citizenship and technology abilities that will assist them throughout this digital life.  However, the other part of me wonders if with all this emphasis on posting, blogging, and networking do we lose the quality of what we are communicating and learning?  Is too much value placed on the sharing and publishing rather than on the instructional time that goes into creating what is going online?  Is technology robbing our technology natives of the true learning experiences that we immigrants experienced “back in the days?”