Final Video Blog

          It was just fifteen weeks ago that this journey began. Although it was a rough road, I can honestly say that I have grown and learned so much over the course of the semester. Entering this class, I thought my skills were strong enough to bring into the classroom. I realize now that my toolbox was actually quite empty. Throughout the semester I explored Web 2.0 tools such as Wordle, Prezi, Smore, PBworks, and VoiceThread and utilized these tools to complete individual and group assignments. As you scroll through my blog, you will also observe my progress- as I learned to embed links, pictures, and videos within my posts.
          My final video blog was created using Screencast-O-Matic. This program was extremely easy to use. All I did was hit record and start talking! Watching my final video blog, you will discover how I am different today than when I started the course just fifteen weeks ago. I hope you enjoy observing the development of my technology skills and knowledge about the use of technology in literacy classrooms.

Common Core Confusion

          Watching Steven Colbert's "Common Core Confusion" video reminded me of the conversations I experience at work- endless criticism and complaints regarding the Common Core State Standards and New York State Standardized Testing. I sit quietly and listen, knowing that my personal beliefs about the Common Core do not align with my coworkers'.
          I'm not sure whether these individuals are disregarding the central purpose of the Common Core or refuse to accept change. However, like it or not, education has changed drastically with the introduction of the Common Core State Standards. The Common Core State Standards define the knowledge and skills that all students, grades K-12, should develop regardless of which state they live in. Essentially, the Common Core State Standards "levels the playing field" and ensures that students nationwide have access to the same curriculum.
          These Standards, in combination with the Engage NY Modules and New York State Standardized Testing have students, teachers, and parents in an uproar. In an attempt to protest this new curriculum, parents have decided to "opt-out" of the tests. Personally, I do not see the value and purpose of these actions. I feel that refusing to participate in these exams is sending the wrong message to students. In life, things are not always going to be easy and things are constantly changing. You don't always have the choice to refuse to do things you don't agree with. Think about your career. If your boss asks you to complete a complex project or task, how do you respond? Do you refuse to even attempt the task? No. You work hard and give it your best effort. Students must learn this same perseverance and determination.
          Before saying that students are not capable of the higher-order critical thinking this new curriculum demands, give students a chance to prove themselves. With proper instruction, guidance, support, and encouragement, students are capable of much more than you may think. It will be interesting to see the effect the Common Core State Standards have on education within the United States in the next few years...

Digital Footprints

          Throughout this week, we were challenged to explore the concept of a digital footprint. A digital footprint is the trail of data left behind by users on digital services. In an effort to better understand digital footprints, we were asked to identify our own personal footprint by Google searching ourselves. I was definitely curious as to what I would find when I searched my name and I was amazed by some of the results.
          At first, the obvious results appeared - including my Facebook, Twitter, Pinterest, and Google+ accounts. However, more information surfaced as I continued my search. As I scrolled deeper into the search results, I discovered several other accounts that I had created for this class, including WizIQ. The most interesting thing I found was a flyer for Camp Herrlich after-school programs, where I taught a Spanish class. I never though I would find that when I searched my name!
           This was definitely an interesting assignment and opened my eyes to the significant footprint digital users leave behind. It was cool to see what mark I had made on the digital world, and I will continue to monitor my digital footprint in the future.
          Take a look at the VoiceThread I created to share my digital footprint!

Spring "Break"

          April 14, 2014...the day I've been anxiously waiting for the past few weeks. It marks the beginning of Spring Break - a week off from class and work...unfortunately, for me this week is far from a "break." The end of the Spring Semester is rapidly approaching, and my assignments are nowhere close to being complete. Between two graduate courses and working full-time, I barely have any spare time to get anything accomplished during the week. As expected, I was unable to snap my cycle of procrastination and now my "to-do" list for this week is overwhelming. All I can think about is the amount of work that I must complete within the next three weeks and my head is spinning. Once I start making progress and checking things off my list, I know my motivation will resurface. I just need to take it one assignment at a time and try not to stress. Although I imagined my Spring Break much differently than it turned out to be, summer will be here before we know it. Until then, it's time to focus on school and all the work that remains.

The end of the semester is so close, but so far...    

Mobile, Wireless, and Ubiquitous Learning

          Mobile Learning remains an emerging and unclear concept, which makes it difficult to define. However, Mobile Learning is essentially learning in the classroom with the assistance of mobile devices such as iPads, tablets, laptops, tablet PCs, PDA's, and smartphones. Mobile Learning is collaborative and accessible from anywhere. This aspect of mobile learning provides teachers with the flexibility to create opportunities for interaction within the classroom and extend these experiences outside the classroom. Classroom teachers all over the world, from elementary school to high school are incorporating Mobile Learning to create diverse, interactive, and engaging learning opportunities for their students. The number of educators utilizing Mobile Learning is only expected to grow within the upcoming years, which can be attributed to its positive effects on teaching and learning. Mobile learning provides students with greater access to learning materials and information, allows for communication and collaboration among students, enables students to learn in their own unique way, and assists students with learning disabilities.    
          The majority of students, even as young as elementary school, have access to various technologies and mobile devices outside of the classroom. Rather than discouraging their place in school, why not encourage students to use these technologies to enhance their education? Computers, Smartphones, iPods, iPads, Tablets, the list goes on. Each of these devices could be used within and outside of the classroom to engage and empower today's young digital natives. The statistics speak for themselves, but it is up to the educational system to determine whether or not these devices have found a valuable place in the field of education. 

   

          In order to discover more information about Mobile Learning, I created a Newsletter "Mobile Learning: Yesterday, Today, and Tomorrow." This Newsletter explains Mobile Learning and its educational value, as well as statistics and data in regards to Mobile Learning.   

An Experience I'll Never Forget...

          On May 29, 2012, I embarked on a journey that I will never forget. This is the day I said goodbye to my friends and family in New York to Study Abroad in Madrid, Spain. The next month of my life would be spent living in another country - with a different language, culture, and lifestyle. There is no doubt that I was incredibly nervous as I boarded the plane. A million thoughts raced through my mind. Would I be able to adapt to this new and different lifestyle? Would I make new friends? Would I be able to communicate effectively with my host family? Even though I had a traveling companion, I still felt alone. The 8 hour flight left plenty of my time for all sorts of thoughts to run through my mind, but there was no turning back.
          Landing in Madrid felt surreal. When we walked out of the airport, it was like being in a whole new world - completely different sights and sounds than New York. I spent the drive to our new home looking out the window trying to soak it all in. We were greeted outside our apartment by our host mom, Marí. It was finally beginning to hit me - this is where I would be living for the next month.
          Although I was extremely nervous and unsure about my decision, studying abroad in Madrid was absolutely one of the best experiences of my life - and I conquered it all on my own. I met amazing people, experienced and lived a completely different culture and lifestyle, tried new foods, and grew as a person. Some of my favorite experiences in Madrid include:

• touring Palacio Real de Madrid (the Royal Castle) 
• watching Spain win the Eurocup
• observing the incredible architecture 
• visiting art museums (Prado, Reina Sofía)  
• meeting new people from all over the country (San Francisco, Texas, Wisconsin) 
• trying different tapas (appetizers) 
• enjoying home-made Paella and sangria 
• shopping at El Rastro (outdoor flea market)
• watching amazing Flamenco dancers  

Overall, studying abroad in Madrid was an amazing experience that I will remember for the rest of my life. If you are lucky enough to have an opportunity such as this, I recommend that you take advantage of it. 

Poetry In Motion

          April is National Poetry Month. Poetry was never something I've felt passionately about. However, the raw, beautiful, emotional, and powerful art of poetry reminds me of one of my passions - dance. Dance is poetry in motion. Words are expressed through moevements and the movements come together to convey emotions and tell a story.
          The combination of the music, lyrics, movements, and emotions can captivate both the dancer and the audience to produce something truly remarkable. Have you ever watched a dance so emotional that you've cried? Have you ever read a poem that's sparked an emotional response. It's amazing how powerful both words and movements can be. So rather than writing a poem in honor of National Poetry Month, I would like to share some dances that express such raw, natural emotion.

 

Promoting Social Interactive, Collaborative Literacy Learning With Web 2.0 Technology

          This week's resources focused on promoting social interactive and collaborative learning through Web 2.0 technologies. First, it is important to the similarities and differences between cooperative and collaborative learning. Cooperative and collaborative learning both favor small-group, active student participation. In addition, each strategy supports discvoery-based learning and requires a specific task to be completed. Groups roles are assigned and students are expected to work collaboratively to complete the task at-hand. However, there are also differences between cooperative and collaborative learning. In cooperative learning, the instructor is the center of authority and group tasks are more closed-ended, with a specific answer. Collaborative learning places the power in the hands of the students with more complex, open-ended tasks.
          Johnson, Johnson, and Holubec have identified five elements necessary for cooperative learning. These elements include positive interdependence, individual accountability, face promotive interaction, interpersonal and small-group skills, and group processing. When working cooperatively, students must understand that each group member's participation is essential to the completion of the task and that each member must "pull their weight." It is also important for students to understand the significance of working together - explaining, discussing, and helping each other when necessary. Providing students with sufficient opportunities to work collaboratively will promote these skills and improve student's abilities to communicate effectively in small-groups to complete a specific task.
          Aside from collaborative and cooperative learning, the resources this week also discussed Constructivism and Inquiry-Based Learning. Constructivism is based upon the idea that individuals build knowledge through experiences. Constructivists believe that individuals should be active paticipants in the learning process and students should utilize critical thinking skills in order to solve problems. Constructivism is the theory behind the WebQuest model, which supports Inquiry-Based Learning and scaffolding learning. WebQuests are designed to scaffold students' learning and promote higher-order thinking skills. WebQuests guide and structure the learning environment, engage students in problem-solving, develop critical thinking skills, and enhance collaboration and communication among students.

Life is a Balancing Act

          This week's Slice of Life inspiration is home-work life balance, which is something I can definitely relate to. Sometimes my life feels like a circus act as I attempt to juggle work, school, assignments, friends, and family. There just aren't enough hours in a day and my "To-do" list seems endless, growing by the day.
           Lately this "balance" seems nonexistent. Throughout the week, I dedicate my time to work, going to class, and personal interests such as going to the gym. When the weekend finally arrives, I spend time with friends and family, do laundry, clean, and catch up on homework and other assignments I neglected during the week.
           I realize that the lack of balance in my life is the result of my own personal choices, but how do I snap this recurring cycle? Will this procrastination ever stop? It seems impossible. After working all day, the last thing I want to do when i get home is more work, but the only way to regain balance in my life is to take control. The first step in this process is managing my time more efficiently and prioritizing what needs to be done. Hopefully sticking to this plan will allow me to achieve a balance in my life.

Literacy 21: Interactive and Collaborative Learning

          "Literacy 21: Interactive and Collaborative Learning" was the focus of this week's resources. Previously, being literate simply meant being able to read or write. However, the 21st Century innovations and developments in technology have changed the definition of literacy. In today's digital society, students must communicate, collaborate, think critically, and create in order to succeed. The National Education Technology Standards for Students outline the developmental skills students should possess at various grade-level increments. 
          It is important that educators are effectively integrating technology to engage the digital natives in today's classrooms. Several articles found in this week's resources reflect the significance of utilizing technology to promote interactive and collaborative learning. Videoconferencing, Blogs, Wikis, Google Hangouts, and Adobe Connect are several programs that allow for synchronous and asynchronous learning within and outside of the classroom.
          The article "Facebook Video Chat v. Google Hangouts: It's No Contest" discusses the unique features of Google Hangouts. I have recently been using Google Hangouts to meet with my classmates, and I have to agree with the points raised in this article. Google Hangouts is a great for group chats, and the program is free and easy to use! Anyone can create a hangout and invite others to join. Whether using Google Hangouts for personal, educational, or business purposes, it's a great alternative to face-to-face meetings. I have enjoyed using this program with my online group and we have yet to experience any problems. 
          Another article, "Methodology is More Important Than Teaching, Study Finds" reflects the importance of teaching to the students present in your classroom. You could be the most highly-qualified educator; however, that means nothing if you are not utilizing effective teaching approaches. The study found that students learned more from teaching assistants using interactive tools than they did from a veteran professor giving a traditional lecture. I'm not surprised by these results at all. We've discussed the idea of engagement all semester. The more actively engages students are in the learning process, the more they retain and generalize information, ideas, and skills. Gone are the days of lectures and teacher-centered learning. Today's students must engage with technology to communicate, collaborate, share, and create. Teachers who allow their students to learn in this way will see astounding results compared to those who refuse to shift the power and control into the hands of their students. The closing line of the article sums up the issue very briefly, but accurately. 

"Lectures have been equally ineffective for centuries," the Nobelist said. "Now we have figured out ways to do it better." 
         

Seven Cardinal Rules for Life

          I was simply following my normal nightly routine - browsing through Pinterest for about ten-fifteen minutes before unplugging and going to bed. I came across the "Seven Cardinal Rules for Life."

These rules inspired me. I admit that I am guilty of breaking these rules on numerous occasions. However, I have recently experiences some major changes in my life and this is just what I needed to read. These rules are definitely representative of the new outlook I am embracing in my life. Each of these statements is undeniably true and can be applied to most situations and life experiences. Although at times it may seem that your life isn't going as planned, it is important to remember that life can't be planned. I am a firm believer that everything happens for a reason - something I remind myself of daily. From this point forward, I am challenging myself to follow these rules. As hard as things may get, it is important to appreciate what you have and know that things will work out in the end. With my renewed optimism and these rules in mind, I am confident that I can conquer anything that comes my way while remaining happy, healthy, and positive! I challenge you to embrace these rules in your life as well.

21st Century Literacy and Digital Citizenship

          This week focused on 21st Century Literacy and Digital Citizenship. "Digital Citizenship: Using Technology Appropriately" identifies nine elements of digital citizenship, including

• digital access
• digital commerce
• digital communication
• digital literacy
• digital etiquette
• digital law
• digital rights and responsibilities
• digital health and wellness
• digital security (self-protection)

Of these nine elements, I feel that digital access, digital communication, digital etiquette, and digital literacy are most relevant to our course content. Digital access reflects the idea that not everyone has the same access to technology. As educators, we must realize that each child in our classroom may not have opportunities to utilize technology outside of school. Other resources may need to be provided for these students in order to level exisitng inequalities. Providing access to technology throughout the school day is an excellent way to ensure equal opportunities for our students. When accessing technology, digital citizens must understand digital communication, etiquette, and literacy. Digital communication allows peopls to remain in constant contact; however, some users do not make appropriate decisions when it comes to digital communication. For this reason, it is appropriate to instruct students about digital etiquette, or knowing standards of conducts and procedures. Digital natives, in particular, must realize that what they post online is permanent and can be accessed by nearly everyone, everywhere. Finally, digital literacy is, in my opinion, the most relevant element of digital citizenship (in regards to this course). Digital literacy refers to the teaching and learning about technology and its uses. Literacy has a much different meaning in the 21st Century and the world of Web 2.0. Users must possess new skills in order to participate and succeed in today's digital society. Digital citizens must create, communicate, collaborate, and think critically in order to be "literate." As technology continues to transform, so will the elements of digital citizenship. It is the responsibility of eduators to teach, develop, and ecourage these skills in students.
          Aside from exploring these resources regarding digital citizenship, I also played Digital Citizenship, Digital Footprint, and Internet Safety games. These games are intended to instruct young digital natives about these important aspects of internet use. Each game shows a 10-15 second video clip followed by a multiple-choice question regarding the information in the video. Being an adult, the games were very simple for me. However, I realize how these games could be implemented throughout classroom instruction to inform students about these concepts. With the internet becoming increasing accesible to young students, they must know and understand appropriate interenet use. These games are a quick, fun, and effective way to inform students without lecturing them. Students will enjoy playing the games, and won't even realize they're learning an important lesson! Check out my scores below!

Wikis, Wikipedia, Wikibooks, and Collaborative Writing

          The focus of this week was on Wikis, Wikipedia, Wikibooks, and Collaborative Writing. Wikis are websites that allow all users to edit, add, and delete information in collaboration with other users. Prior to this week, my knowledge of Wikis was very limited. However, after exploring this week's resources, I realize how simple Wikis are to create and use. I also recognize their effectiveness, particularly in the field of education. As educators, most of us are familiar with Wikis being used for student-teacher communication and collaboration. In this scenario, the teacher would make a Wiki for the class and upload class notes, resources, homework assignment, etc. Students would then access the site to retrieve these materials, as well as upload assignments. However, Wikis can  also be used for other purposes. For example, small groups of students can utilize Wikis to collaborate on, contribute to, and edit group projects. Students can visit the Wiki site from any device with internet access, whether they are in school or at home. This accessibility allows students to communicate and collaborate on group projects beyond the classroom walls.

          The ease and effectiveness of Wikis allow this technology to be easily integrated into classroom teaching and learning, and the benefits are tremendous. Students' collaboration, communication, and creativity as they design and edit group Wikis, increased student involvement as active learners, improvements in students' writing, and increased participation are just a few benefits Wikis provide. Aside from benefitting students' learning, Wikis are a fun and interactive tool for students to explore. There is no "right" answer when creating a Wiki, which allows students to express their creativity while also displaying their content knowledge. Students will enjoy collaborating with classmates and teacher to edit their Wikis. Wikis can even be shared with friends and family members outside of school!
          The most well-known Wiki is Wikipedia. How many times have you heard teachers warn you not to use and cite Wikipedia because it is not a reputable source? I know I have been hearing advice like this since high school. Many individuals are weay of trusting the information read on Wikipedia because the information can be edited by anyone, anywhere in the world. However, there is not reason for concerc. The information posted on Wikipedia is reviewed and monitored to ensure its accuracy and credibility. As with any website, it is the user's responsibility to determine whether the information is valid.
          Wikibooks is simply a collection of textbooks and annotated texts that can be edited by anyone. Users of Wikibooks are known as Wikibookians. "A Window on Wikibookians: Surveying Their Statuses, Succeses, Satisfactions, and Sociocultural Experiences" explores the experiences of Wikibookians who have already developing or who are in the process of developing Wikibooks. Some findings of the study include the following.

• Wikibookians are typically young, with 58% of users being 25 years or younger
• Wikibookians are typically males, not necessarily with higher levels of education
• 94% of Wikibookians felt their Wikibook was fun

Due to my unfamiliarity with and knowledge of Wikis, I do not feel that I would currently enjoy being a Wikibookian. However, if I continue to explore Wikis and experiment in creating my own Wiki, perhaps I can get to that level of expertise. Being a teacher candidate, I feel that it is important to familiarize myself with the technology needed to educate the digital natives that I will encounter in my future classroom. Through practice and exposure, I hope to become a Wikibookian in the near future, and perhaps lead my students to become Wikibookians as well.

Check out our group's Wiki promoting the Web 2.0 tool TubeChop.

Excited or Exhausted?

Excited or exhausted? Both of these emotions could be used to describe my feelings this week. I began working full-time as an elementary reading teacher. Although this position is only temporary, it's an exciting opportunity. However, it is also exhausting. I find my mornings starting earlier and my nights ending later as I plan for eight different groups of students each day! Planning for students in kindergarten-fourth grade, each with different strengths and needs is exhausting to say the least. Aside from the work that comes along with this exciting opportunity, I am taking two graduate courses. The combination of reading, writing papers, and other assignments in between leaves me with barely any free time. Though exhausting, I can't complain about my life. I am blessed to have the opportunities I have been given and definitely do not take them for granted. Although I may be exhausted, I will keep pushing through and come out stronger in the end.

Slice Of Life

"BUZZ, BUZZ, BUZZ..." The sound of my alarm at 6 A.M is enough to make me scream. It's time to wake up - but I feel like I just went to sleep. Fighting to open my eyes, I get out of bed and my day begins. I get myself ready, grab my cup of coffee, and I'm out the door, ready to tackle another day. My mind races as I drive, reminding me of the busy day ahead, but the first sip of my hazelnut coffee gives me hope that I will make it through the day. I walk down the quiet, empty hallway, open the classroom door, and prepare for the hectic schedule that lies ahead. Suddenly, the sound of hundreds of children's voives and feet fills the school. I corral my second graders and the day has officially begun. Second grade, fourth grade, third grade, and kindergarten. After a full morning's work, it's time to reenergize. A healthy lunch and a few laughs with my colleagues is enough to do the trick. Bring on the second half of the day! The door bursts open and in come the first graders. Next, it's kindergarten and second grade. At 2:45 the groups end and it's time to prepare for the following day. Writing lesson plans, making copies, gathering materials, but all I want to do is put my head down on the desk and take a nap. Exhausted, I get in my car and head home. The upbeat music playing on my favorite station gives me a burst of energy, and I'm ready for Zumba! A quick change and I'm out off to the gym. With my mind well exercised, it's time to exercise my body.

Educational Blogging, Podcasting, and Oral Histories

This week was devoted to educational blogging, podcasts, and oral histories. A blog is a personal website or web page on which an individual records their thoughts, ideas, opinion, links to other site, etc. on a regular basis. "Bloggers: A Portrait of the Internet's New Storytellers" describes the ways in which blogging is bringing new voices to the online world. Although bloggers blog for several reasons (to entertain, to keep in touch with friends and family, to network and meet new people, ect), there are several similarities among bloggers. This study found that

• the blogging population is young and racially diverse
• the main reasons for keeping a blog are creative expression and sharing personal experiences
• bloggers are avid consumers and creators of online content

Since blogs are bringing new voices to the internet, why not utilize blogs for educational purposes and bring our students' voices to life? Blogs can be incorporated throughout nearly all classrooms to improve student-teacher communication, enhance teaching and learning, and serve as a form of reflection. "Content Delivery in the Blogosphere" provides the following suggestions for integrating blogs into classroom instruction.

• Consider blogging yourself
• Spend time visiting other classroom blogs
• Model blogging for your students
• Make the blogs more public
• Explain the "reach" of blogs to students

Aside from suggesting practical steps for implementing classroom blogs, this article also states several benefits of blogging on students' learning. The use of blogs helps students become subject-matter experts, increases student interest and ownership in learning, gives students legitimate chances to participate, and provides opportunities for diverse perspectives, both within and outside of the classroom.
          After reading about the many benefits of blogging on students' learning, I am definitely interested in incorporating blogs into my future classroom. Blogs allow each student to have their own personal, published journals. Blogs provide and opportunity for reluctatn learners to participate in classroom discussions. For example, in the classroom environment, shy students may be outspoken by their vocal classmates. However, blogging allows each student to have their own voice. Students can prepare and craft their responses before posting them to their blogs. Students can comment on each other's posts, allowing for ongoing discussion and communication. Students will be eager to share their ideas and opinions on their own personal websites.
          Podcasting is transforming education, as it is stimulation creative teaching and learning and introducing new ways of communicating. According to the article, "Why Every School Should be Podcasting," students and teachers are producing podcasts such as children's stories, audio diaries, plays, interviews, lectures, news, and reviews. Author George Cole suggests podcasting for several reasons, including.

• podcasts allow you to publish to a vast audience, using technology that gives you feedback
• podcasts are a great way to distribute learning materials, such as sound, image, and video
• podcasts are a great communication tool 

Aside from their versatility and usefulness in education, podcasts are simple to create. Teachers and students alike can quickly and easily produce podcasts on a range of topics.
          Oral histories are methods of gathering, preserving, and interpreting the voices and memories of people, communities, and participants in past events. In today's digital society, this raises a debate. Should educators record their lectures and make these lectures available online? Jeffrey R. Young's article, "College 2.0: More Professors Could Share Lectures Online. But Should They?" addresses this issue. Although lectures are being recorded throughout some colleges, most are only available to students registered in the course.
          When it comes to this issue, I realize both the pros and cons. On one hand, recorded lectures can be utilized as a study aide, allowing students to review information they may have missed in class. We all know how hard it can be to listen and take notes at the same time, especially if you attempt to write down virtually every word the professor utters. However, recording and making lectures readily available online also has several cons. The first thing that comes to mind is educators who may be camera shy. Personally, there is nothing I dislike more than seeing and hearing myself on camera. If I were required to record my lessons each day, I would be extremely uncomfortable. The classroom is a place for teachers and students to interact, without outside distractions and interference. In addition, particularly at the college level, students wouldn't think twice about skipping class knowing the lecture could be accessed for free online. Obviously this wouldn't be fair to those responsible students who attended the lecture in-person.
          The role of oral histories in digital literacy is sure to become a frequently debated topic. If this type of education would lead to decreased costs of college, I feel that many people will be on board. However, as the field of education transforms with the development of technology, this is something that will need to be discussed in further detail.

Experiences with Technology in Face-to-Face and Online Classes - Dr. Abhilash Nayak

          I attended the Moodle MOOC session "Experiences with Technology in Face-to-Face and Online Classes" with Dr. Abhilash Nayak. Throughout the session, Dr. Abhilash Nayak recounted both the difficulties and achievements he experienced in using technology in face-to-face and online classes, both as an educator and a student. The session was focused on three main topics - technology as a tool, technology as a trap, and experiments with technology: trials, trips, and triumphs.
          To begin, Dr. Abhilash Nayak discussed the countless ways in which technology acts as a tool not only in the field of education, but as in the world in general. The following are several ideas discussed by Dr. Abhilash throughout this portion of the session. Technology ensures effective, efficient, and engaging learning, promotes educational empowerment (levels inequalities), improves access and success of disadvantaged people in remote and inaccessible areas, enhances the scope of social networking for people across the world, enables teachers and students to create materials that enhance teaching and learning, is a powerful mode of experiential and constructivist learning, is a powerful tool for struggling learners, and acts as a supplement for face-to-face learning
          Dr. Abhilash raised several valid points regarding the use of technology as a tool to enhance teaching and learning. As Dr. Abhilash discussed, when used effectively, technology becomes an engaging supplement in face-to-face instruction. Incorporating technology transforms instruction, enabling educators to create interactive and meaningful lessons that will motivate students. Increased motivation and active student participation will likely lead to increased student achievement. However, in order to effectively integrate technology into classroom instruction, educators must understand the use of technology as a tool within the field of education.

          After discussing "technology as a tool", Dr. Abhilash discussed "technology as a trap," stating the negative and/or problematic aspects of technology. Dr. Abhilash mentioned several ways that technology acts as a “trap.” Some of Dr. Abhilash’s ideas include the mismatch that exists between the expectations of technology and the competencies of users (doesn’t facilitate effective use of technology for academic purposes), the threat of damage to technology due to inappropriate use by users, technology ignores the ability of users and expects equal expertise from all, the time differences between teachers and learners affects appropriate communication between them, and technology hasn’t found a significant place in face-to-face education.

          After reflecting on Dr. Abhilash’s thoughts, I realized that there are some negative aspects of technology. However, I disagree with some of the points raised by Dr. Abhilash. For example, he stated that technology has not yet found a significant place in face-to-face education. There are countless free and effective Web 2.0 tools that can hold a significant place within classroom instruction. The Web 2.0 tools that I have explored thus far can easily be integrated throughout instruction. These tools can be used to enhance literacy skills as well as content area knowledge. These programs allow students to create, collaborate, communicate, and think critically while strengthening their skills in other areas. If educators take the time to explore these resources, these tools can become a significant area of classroom instruction.

Finally, Dr. Abhilash concluded the session by recounting his own personal experiences with technology and providing suggestions to consider when conducting an online class. He discussed that feedback in online courses is less effective than is received in face-to-face interactions, the differing preferences of users when there is an opportunity for collaborative learning, and the ways in which social and official commitments get in the way of submitting assignments within the given deadlines. When considering online classes, Dr. Abhilash suggests that students enrolled should have the ability to complete the assignments within the time period of the course so they can complete the assignments at their own pace and educators should utilize cost-effective and learner-friendly technology that is used for both instruction and evaluation to improve teaching-learning transactions.

I can certainly relate to the suggestions Dr. Abhilash made in regards to online classes. As Dr. Abhilash mentioned, it is important to allow sufficient time for students to complete assignments. Often, students enrolled in online courses chose these classes so that they are able to work independently at their own pace. In addition, technologies utilized throughout online instruction should be cost-effective and easy to use. The numerous resources and technologies we have explored thus far in this course have been free and simple to use, which makes completing assignments and working collaboratively with group members a much simpler task. We are able to meet online through programs such as WizIQ and Google Hangouts to discuss course resources and assignments. Meeting in this way is a great way to accommodate each group members’ schedule, while allowing us to complete assignments on-time. The suggestions made by Dr. Abhilash are important ideas that professors of online courses should definitely consider when designing the course curriculum.  

Smore: Design Flyers to Spread the Word Online

This week, we were challenged to use one of the Web 2.0 tools to create a digital Newsletter. I chose to create my Newsletter using Smore, a free tool that allows you to design online flyers to promote events, products, and much more. To begin, you are able to browse and choose from a variety of templates. Once you have chosen your desired template, you can personalize your flyer by changing the design, layout, colors, fonts, and adding text, pictures, videos, and links.

          Smore was extremely user-friendly and easy to use. Before creating my Newsletter, I took the “design tour,” which walked me through the design process step-by-step. Aside from customizing the colors and font, I liked that I was able to rearrange the layout throughout the design process. I found myself continuously moving text, pictures, and video to determine which design I felt looked best. It was definitely helpful that I could simply slide things around without losing anything.

 

          I enjoyed using Smore and feel that students would really appreciate this tool as well. Smore can be used throughout nearly all content areas to make assignments more engaging and interactive. Aside from appealing to students’ interests, Smore addresses the 4 C’s of literacy as students create, communicate, collaborate, and think critically while designing their personal Newsletters, related to all topics. This is a great tool to connect the “old” literacy skills (reading, writing, listening, and speaking) with the new. It would be interesting to see all the unique creations students produce as they experiment with this tool. I look forward to incorporating Smore into future literacy teaching and learning.   

    

Teaching Literacy and Web 2.0

          The focus of this week was “Teaching Literacy and Web 2.0.” Each of the resources discussed the importance of utilizing Web 2.0 tools to enhance literacy instruction. The abundant Web 2.0 tools explored this week provide the “digital natives” present in today’s classrooms with opportunities for creating, collaborating, communicating, and critical thinking. Students participate as active learners, engaged in meaningful educational experiences. As we have discussed on numerous occasions, this active participation leads to increased student achievement, as students are more likely to retain and generalize information when they are involved in the learning process.

          “Building Schoolwide Literacy with Free Web 2.0 Tools- a Grade by Grade Elementary Model” introduced the idea of incrementally incorporating Web 2.0 tools throughout the elementary grades. Students are introduced to new Web 2.0 tools at each grade level, which allows students to gradually develop both literacy and technology skills in the context of reading, writing, listening, and speaking. For example, the article suggests incorporating Wordle and Bookemon throughout kindergarten literacy instruction. Teachers can use Wordle to create practice for sight words, word families, numbers, etc. Using Bookemon, the teacher and students can collaborate to create simple stories, books about classroom activities, and more. Although students at this age are not yet utilizing these tools independently, incorporating these tools into instruction is a great starting point for these developing “digital natives.” As students progress through each grade level, they begin to experiment with these tools and build their “literacy toolbox.”

          Creating a school-wide initiative to incorporate Web 2.0 tools throughout literacy instruction is an effective way to promote both literacy and technology skills in a meaningful context. In addition, this program creates a community of learners between teachers, students, parents, and administrators. It promotes communication, creativity, collaboration, critical thinking, and digital citizenship while encouraging students to become active learners. After reading this article, I was left wondering why more school districts nationwide have not taken the same imitative. “Building Literacy With Free Web 2.0 Tools” seems like common sense in today’s digital society; however, these programs are not as common as they should be. If more schools implement such literacy programs, students would undoubtedly improve their literacy and technology skills. As a future educator, this seems like a suggestion that could be offered within local school districts to improve literacy instruction.  

          “The 3 E’s of Literacy: Strategies to Nurture a Love of Reading” discusses the ways educators can create a love of literacy in the classroom. First, creating a positive, encouraging, and motivating environment for students is an important component of literacy instruction. Students should no longer be humiliated through “popcorn” reading experiences (as many of us can recall). Situations such as these are especially traumatic for shy, struggling readers. Instead, educators should encourage reading out-loud together, which provides opportunities for scaffolding and modeling and creates positive memories of reading. Another important factor to consider is engagement. Exposing students to higher-level literature and making connections to students’ interests are likely to increase their engagement and allow them to discover and understand new books. Finally, as educators we are responsible for setting an example for our students. This involves positioning ourselves as a reader in the eyes of our students, modeling reading behaviors, and taking advantage of school and/or community programs that promote literacy. By keeping the 3 E’s of literacy in mind, educators can create a love of literacy in the classroom and provide their students with abundant positive memories of reading.

          “A Web 2.0 Class: Students Learn 21^st Century Skills, Collaboration, and Digital Citizenship” discusses the efforts of educators from three high schools who have created a “virtual classroom.” This program is designed to teach Web 2.0 skills, digital citizenship, personal network building, and social media responsibility and practice. The use of Skype and Blogs allow students from these three schools to communicate and collaborate with each other. Through this virtual learning environment, students are developing valuable skills, including how to be efficient, effective, and responsible communicators. The students are being instructed how to be digital learners and understand the responsibility that comes along with the term. They realize that what they publish is permanent and are able to use proper judgment in choosing reliable, valid sources of information. This Web 2.0 class has allowed these students to connect with “strangers” to create a community of learners that stretches far beyond the classroom walls. It is safe to say that these students are benefiting greatly from this learning environment and are developing the skills needed to succeed in today’s digital society. As one student states, “You have to adapt to the world around you or progress can never happen. That is the ultimate goal of education, right? Progress. Continuous progress.”

          “Five Free Web 2.0 Tools to Support Lesson Planning” discussed the use of Pinterest, EdCanvas, LiveBinders, Storybird, and Voicethread to support teachers in lesson planning. These tools can be utilized to teach content, store data, create and edit videos photos, collaborate, and much more. This article was particularly useful because of the tools mentioned, I have only used Pinterest. However, after exploring the other resources discussed, I am definitely interested in incorporating some of these tools into my future classroom planning and instruction. I definitely see myself using EdCanvas to organize, create, and share online resources with colleagues and other educators. EdCanvas is a simple, quick way to organize lessons and materials and save them for future reference. Storybird is a great tool to encourage collaboration and creativity. Stories can be created as a whole-class or in small groups, published, and shared with other students, classes, and families. It’s a great way for parents to see, save, and share what their children have created. Finally, Voicethread is an interactive tool that can be used to deliver multimedia slideshow presentations. I think students would enjoy viewing pictures and videos while simultaneously receiving information from their teacher. Voicethreads can be used to supplement in-class instruction. Students are also encouraged to communicate by posting comments in response to what they have seen and heard. Each of these tools is effective components for lesson planning and literacy instruction. I look forward to exploring them more throughout this course. 
          Education must parallel the shift from Web 1.0 to Web 2.0. Web 2.0 tools are widely available and abundant. Wed 2.0 tools encourage and develop the 4 C’s of literacy the digital natives must possess in order to succeed in today’s society. Through the use of such tools, educators can reform and enhance the education of their students. In return, students are able to communicate, create, collaborate, think critically, share information, and become active learners. As educators, it is our responsibility to ensure that our teaching styles align with our students learning needs and styles.  Are we reaching our digital students? If not, these tools are a starting point to bridge the gap between education and 21^st Century technology. 


Check out Cool Tools for Schools to explore tons of Web 2.0 tools that can be incorporated throughout instruction to improve students' literacy skills. You're sure to find many tools you never knew existed! 

SMART Notebook 11 Literacy Activity

Using SMART Notebook 11, I created a picture sort featuring sl-, sn-, and sw- initial blends. This is an appropriate word study activity for first grade students that can either be done as a whole-class lesson or can be incorporated throughout classroom literacy centers. Students are provided with a brief introduction to the activity along with simple directions, as seen on the first slide.

“We are going to listen to the first sounds in some words. Listen to see where they will go. Will the picture go in the sl-, sn-, or sw- bucket? Drag each picture to the correct bucket! If you are correct, the picture will fall into the bucket. If you are incorrect, the picture will bounce out.”

At this time, it may be appropriate for students to stretch out each of these blends, allowing them to hear the sounds they make. Following the introduction, the activity will be modeled for students.

Using one of the pictures as an example, think aloud to model the process that students should follow as they complete the activity. “This is a swan. Listen to the first sound in swan. Will it go in the sl-, sn- or sw- bucket? Swan starts with sw- so I will put it in the sw- bucket!”  Drag the image to show students how to manipulate the objects on the SMART Board.

After modeling the activity, the lesson can either be continued in a whole-class setting, or can be revisited through literacy centers. Students will say the name of each picture aloud, stretching out the initial blend to determine whether the word should be placed in the sl-, sn-, or sw- bucket. If students are correct, the picture will fall into the bucket and if they are incorrect, the image will bounce out.

I utilized the Activity Builder component of SMART Notebook 11 to create this literacy activity. First, I found pictures of sl-, sn-, and sw- initial blends, such as a sled, slide, snowman, snake, swan, and sweater and imported them into the program. I could have used the gallery to find these images, but I have access to another website that provides pictures for particular words sorts, so this was an easier option. However, I found the image of the bucket from the SMART Notebook Gallery. Using the options of the Activity Builder, I was able to set which pictures would be accepted and rejected for each bucket.

Interactive word sorts such as this are an excellent way to enhance literacy instruction. First, the activity can easily be adapted and modified to meet the literacy needs of all students. The features targeted by the word sorts can be individualized to match students’ levels. Interactive word sort activities are an engaging and motivating center. Students will be eager to participate and will benefit from sorting words and pictures by specific, targeted orthographic features. They will increase their word knowledge, leading to gains in spelling, reading, and writing.    

 

Learning to Teach Literacy with Smart Technologies

The readings related to this week’s theme, “Learning to Teach Literacy with Smart Technologies,” reveal insights about how Smart technologies and tools empower students’ learning and enhance teachers’ teaching. The first article, “Interactive Whiteboards and Learning: Improving Student Learning Outcomes and Streamlining Lesson Planning” focuses on the positive impacts interactive whiteboards have on students’ learning and teachers’ preparation and lesson delivery. Throughout the article, research from the United States, United Kingdom, and Australia support the use of interactive whiteboards and discusses the positive effects they have on student learning. First, interactive whiteboards increase student engagement by promoting interaction between students, the learning material, and the teacher. Interactive whiteboards also appeal to both intrinsically and extrinsically motivated students. Some students may enjoy demonstrating their individual achievement as they model an activity in front of the class, while others simply enjoy interacting with this exciting technology. In either case, students are motivated to participate and engage in the lesson. Aside from promoting students’ engagement and motivation, interactive whiteboards are also an effective means for addressing students’ diverse learning needs and styles. Visual learners, kinesthetic and tactile learners, deaf and hearing-impaired learners, visually impaired learners, and students with other special needs all benefit from the features of Smart technologies. For example, visual learners will benefit from the note-taking aspect of Smart technologies because these programs enable the teacher to incorporate diagrams, objects, and symbols throughout instruction. Research also found that students who received instruction via interactive whiteboards were more likely to retain and recall information because they were engaged and motivated to participate throughout the lesson, their individual learning styles were addressed, and notes can be printed or emailed for review at a later time. Finally, interactive whiteboards assist teachers’ lesson preparation by allowing teachers to incorporate a variety of digital resources and build a collection of learning materials that can be modified and updated over time. In conclusion, interactive whiteboards have many positive effects on student engagement and motivation, and also have the ability to address diverse learning styles, enhance content, and assist educators in lesson preparation.

The second article, “Creating Classrooms for Everyone: How Interactive Whiteboards Support Universal Design for Learning” discusses how Universal Design for Learning (UDL) standards can guide both the evaluation and use of interactive whiteboards in today’s classrooms. Education researchers at the Center for Applied Special Technology (CAST) explored how education could be individualized through a flexible approach to teaching methods and materials and developed techniques that not only reduce the barriers for students with special needs, but enhance learning for all students (Technology, 2009). The three principles of UDL researchers developed were:

1. Provide multiple means of representation
2. Provide multiple means of action and expression
3. Provide multiple means of engagement

Interactive whiteboards allow for these multiple means of representation. Just as the first article, this article goes on to discuss the benefits of interactive whiteboards for accommodating learners with special needs. Whether students experience fine motor delays, are visually challenged, deaf, or have mental and/or behavioral challenges, the technology within interactive whiteboards allows educators to adapt materials and lessons to accommodate the diverse learning needs and styles of their students. Interestingly, the article references Mark Prensky, stating that interactive whiteboards are an excellent means of reaching the “digital natives” present in today’s classrooms. While students appreciate using interactive whiteboard technologies in the classroom to create, share, play, research, and organize information, parents, teachers, and administrators appreciate the positive effects this technology has on student achievement. As is evident from each of the resources provided, interactive whiteboards and other 21^st century technology are becoming a necessity in order to reach, engage, and motivate “digital natives” in the classroom. 

The “Interactive Whiteboards Workbook” lists various uses for interactive whiteboards in the classroom. The workbook suggests using interactive whiteboards to plan and conduct virtual fieldtrips and enhance English Language Arts, Mathematics, Science, Social Studies, and Fine Arts content and concepts through interactive games and activities. Further, it provides a list of twenty-four real-life examples of how these concepts could be used in the classroom. Some ideas from this list include creating a collaborative play, writing poetry, building virtual fieldtrips, watching documentaries, and taking virtual tours of museums, planetariums, or birthplaces of famous authors. Each of the activities listed are highly engaging, motivating, and promote interaction among students and the teacher. At the ends of the workbook, additional resources (links to websites and activities) are provided. The resources are organized by content area, making it simple to locate the specific type of activity desired.       

These articles revealed many insights into the benefits of Smart technologies and tools in today’s classrooms. Not only do interactive whiteboards engage, motivate, and accommodate students, they also ease the process of lesson planning and preparation for teachers. Monday’s SMART Board training was a further example of how flexible and adaptable these technologies are. Before the training, I felt confident in my abilities to incorporate these technologies in my classroom instruction; however, by the end of the session, I realized how much my future students would have missed out on. Throughout the training, I learned so many tricks and tools that I didn’t even know existed. I took what I learned and utilized it immediately. I teach an afterschool Spanish class for students grades 1-4 at the local elementary school. For Tuesday’s class, I incorporated each of the activities I had recently learned. The students absolutely loved them – it was incredibly rewarding to see the students so engaged in the lesson and eager to come up and participate!

 

 

Portrait of Digital Learners

In addition to exploring the characteristics and implications of teaching the new "Net Generation" of learners, this week also involved creating a portrait of digital learners, both independently and as a group. For my independent portrait of digital learners, I created a Wordle. In order to collaborate on and create a portrait of digital learners as a group, we held an online WizIQ meeting. Using Google Docs, we were able to simultaneously edit our PowerPoint Presentation and group card.

Teaching to the Net Generation

This week was all about exploring the characteristics and implications of teaching the new "Net Generation." I was the facilitator this week, and therefore it was my responsibility to summarize the numerous readings and videos that discussed the "digital natives" present in today's classrooms. 

The readings and videos for this week focused heavily on the characteristics and implications of teaching the new “net generation” of learners. The “new” students of today are considered neo-millennials or “digital natives,” meaning they were born into the digital world. However, many of today’s teachers are considered “digital immigrants,” or individuals who were not born into the digital world, but have adopted aspects of technology. A common theme among both the readings and videos for this week is the idea that educators are not prepared to teach to the learning styles of these “digital natives.” Along with the changing face of today’s students, comes the changing definition of what it means to be literate.

Literacy no longer involves simply being able to read and write. Students must possess new “literacy” skills in order to survive and succeed in today’s digital world. Skills such as judgment, negotiation, appropriation, play, transmedia navigation, simulation, collective intelligence, performance, distributed cognition, visualization, and multitasking are essential to participating in digital contexts. Students are engaging with technology on a daily basis and expect to be able to utilize these technologies within the school setting.

Through his book, “Teaching Digital Natives – Partnering for Real Learning,” Mark Prensky suggests a pedagogy known as “partnering.” Through the partnering pedagogy, students and teachers work together, each focusing on the part of the learning process they do best. For students, this means finding and following their passion, using whatever technology is available, researching and finding information, answering questions and sharing their thoughts and opinion, practicing, when properly motivated (e.g., through games), and creating presentations in text and multimedia (Prensky, 2010). For teachers, this means creating and asking the right questions, giving students guidance, putting material in context, explaining one-on-one, creating rigor, and ensuring quality (Prensky, 2010). Partnering moves away from direct instruction, lectures, memorization, and multiple-choice tests and towards a more collaborative role between students and teachers, in which students are motivated to learn by following their individual passions. Although this pedagogy is a major shift from current educational philosophies, the positive effects on students’ learning are well worth the time and effort.

Introduce Yourself in a Creative, Digital Way

The first week of class was mainly devoted to introducing ourselves and getting to know each other. However, we were challenged to introduce ourselves in a creative, digital way. To introduce myself, I chose to create a picture collage using various images that I pinned on Pinterest. From the collage, you are able to learn a lot about my interests and hobbies. It is clear that I enjoy watching sports - my favorite teams are the New York Knicks, the San Francisco Giants, and the Oakland Raiders. You can also see that I love to dance (I've been dancing for 11 years), my favorite season is Fall, I love anything and everything Michael Kors, and I'm obsessed with zebra print. I really enjoyed making the collage and having the ability to use images rather than words to summarize who I am. It was interesting to see what other digital resources my classmates utilized to introduced themselves and it was a great way to get to know each other, without following the generic "Tell us your name, major, and certification." We were able to represent other aspects of ourselves, rather than solely the role of "student."    

...And So It Begins

After finally making it through week one of class, I have mixed emotions. I have taken an online class once before, but judging from week one, my online experience in this class will definitely be much different. This semester will be my first time using technology like WizIQ, and I'm not sure that I like it so far. The idea behind it is great - all of us meeting to discuss the course material. However, that is hard to do when our technology is failing us. I don't know about anyone else, but I was having a really hard time getting the program to work. Half of the time I couldn't hear and I had to restart my computer about three-four times over the course of the class. Hopefully our next meeting will run more smoothly!

Although the course can become overwhelming (we all know trying to balance working, classes, and school work can get really stressful), I'm confident that I will learn effective ways to incorporate technology into teaching and learning. I look forward to building upon my current knowledge of  technology and expanding my repertoire of resources to utilize in my future classroom. Throughout our next assignment, I plan on experimenting with technologies I haven't had a chance to use thus far in my education. Good luck everyone!