My first semester of grad school at UCF was a whirlwind between being the Team Lead at school for my first year teaching, trying to get my students ready for 3 FCAT tests - more than the rest of the school had - and trying to re-balance my life into that of a student after a whole year out of classes. In all honesty, EME5050 acted as an anchor for me through it all, giving me items that I could incorporate into the classroom that my students would enjoy. It helped me to remember that I was taking classes when my other courses this semester had inconsistent schedules with their assignments (even if I did miss a few in this class).
This course had an abundant of assignments and mini-projects throughout its 15 weeks that really opened my eyes to educational technology, some of which acted as an added challenge to skills I previously possessed from my undergrad career in education. The important part of this course that I learned was how to use these skills in the classroom to enhance student learning. As a product of a technology age, I always prided myself on knowing how to use a lot of technological tools - but I only ever knew how to use them for myself, not how to showcase it and place it into a lesson plan for my students.
The most difficult, and rewarding, aspect of this course was pulling these skills into the culminating project. It really shed light on how much thought goes into creating a project from scratch, which was essentially what we did - a new experience for me. Finding the resources for the curriculum page had me take a few steps back to realize just what I had expected from my students when they were searching for materials, and the rubric helped me to see how I would want their final projects to pan out in the end.
I feel that after this course, I am more comfortable in creating and assigning technology projects that I previously did with ill-ease. One of my students in class had actually made a comment recently about the increase of technology they had seen in the past few months - and how it has helped them connect with the materials more. To sum it all up, this course has taught me how to be comfortable with myself as a teacher instead of relying on the uninformative curriculum the school had chosen for our first year. I have seen a lot of growth in my students, and myself, which I have this course to thank for - it has been the most rewarding class I have taken as of yet in my collegiate career.
Thursday, May 1, 2014
Friday, April 18, 2014
Educational Technology - What is "Too Much"?
This past week, my 5th graders have been begrudgingly participating in their FCAT tests (they are 2/3 of the way through, but get a week break before Math). Quite unlike everything else we do in our class, the test was completely on paper - in fact, I had to turn in a technology bag of every handheld piece of equipment found in the classroom. As soon as today's test was over, I was overwhelmingly quick to plug the laptop into the SmartBoard and start playing a Discovery Channel video (because it's the next best thing to actually swimming with the fishes when you're studying adaptations in water). While my students were sat with drool hanging out of their mouths, staring at the screen, I began thinking back on just this week alone and the amount of times we've watched videos. 15 different videos. In one week. And most of those days were taken up by FCAT, lunch, or recess... how did we even get time to watch 15 videos that were each almost 30 minutes?!
Over this course, I have seen the use in technology in my classroom become more prominent. We have been doing at least one virtual lab a week, exploring different scientific ideas through videos, and also using more power points and other aids with lessons. But I'm starting to wonder if there is TOO much technology being used.
We strive to create a classroom that our students will understand. We know they are a technology-based generation, and that they can't understand what it was like before having all of this information at their fingertips. We are constantly looking for the next thing to introduce them to when it comes to educational technology.
Where does it switch from "not enough" to "too much" technology? What is the silver lining?
I know with my students, any technology used with math confuses them. They HATE it. We have worked with Khan Academy, Study Island, MobyMax, and even the interactive videos that are provided by the textbook. After every tool used, it seems to be a collective "Ok, Ms. MacLaren, explain that to us in writing because we don't get it. They made it too confusing. How do we add those fractions? I don't get it." and then once they are able to work with pencil and paper, it clicks for them. I could show them as many interactive manipulatives as I want, but until it gets to the moment they are able to physically write it down on paper, the whole idea is lost to them.
What worries me is maybe this is true in more than one area with technology. Maybe they are getting over-sensitized to the flashy lights and buzzing ways that they are going to lose grasp on how to understand the information and only really be able to comprehend how to make something look good in a presentation.
Am I in the wrong with this thinking, or could there be a legitimate concern about overwhelming students with too much technological information? Is there a fine line that we, as teachers, need to walk or we'll completely unbalance the system of the classroom and lose our students?
I personally feel burnt out with too much technology use in my classroom, to the point that I've scaled back from it. After that video about the fish today, I didn't use my laptop or screen once. Instead, my students and I really worked through some addition with fractions and then we designed a data investigation we're going to implement on Monday. Just from discussion in class.
Maybe they're a little technologically burnt out too?
What do you think - is there too much of a good thing when it comes to educational technology? Or am I just becoming paranoid with it?
Over this course, I have seen the use in technology in my classroom become more prominent. We have been doing at least one virtual lab a week, exploring different scientific ideas through videos, and also using more power points and other aids with lessons. But I'm starting to wonder if there is TOO much technology being used.
We strive to create a classroom that our students will understand. We know they are a technology-based generation, and that they can't understand what it was like before having all of this information at their fingertips. We are constantly looking for the next thing to introduce them to when it comes to educational technology.
Where does it switch from "not enough" to "too much" technology? What is the silver lining?
I know with my students, any technology used with math confuses them. They HATE it. We have worked with Khan Academy, Study Island, MobyMax, and even the interactive videos that are provided by the textbook. After every tool used, it seems to be a collective "Ok, Ms. MacLaren, explain that to us in writing because we don't get it. They made it too confusing. How do we add those fractions? I don't get it." and then once they are able to work with pencil and paper, it clicks for them. I could show them as many interactive manipulatives as I want, but until it gets to the moment they are able to physically write it down on paper, the whole idea is lost to them.
What worries me is maybe this is true in more than one area with technology. Maybe they are getting over-sensitized to the flashy lights and buzzing ways that they are going to lose grasp on how to understand the information and only really be able to comprehend how to make something look good in a presentation.
Am I in the wrong with this thinking, or could there be a legitimate concern about overwhelming students with too much technological information? Is there a fine line that we, as teachers, need to walk or we'll completely unbalance the system of the classroom and lose our students?
I personally feel burnt out with too much technology use in my classroom, to the point that I've scaled back from it. After that video about the fish today, I didn't use my laptop or screen once. Instead, my students and I really worked through some addition with fractions and then we designed a data investigation we're going to implement on Monday. Just from discussion in class.
Maybe they're a little technologically burnt out too?
What do you think - is there too much of a good thing when it comes to educational technology? Or am I just becoming paranoid with it?
Friday, April 4, 2014
Middle Colony Delaware
Looking for some feedback on my sample project for the state of Delaware!
I am looking to pull in my 5th grade students to learn more about American colonization by having them take a closer look at one of the original 13 colonies and create a digital story about it. I was born and raised in Delaware, so I thought it would be a great idea to have that be my example colony!
(For other information, check out the link here)
Friday, March 14, 2014
Friday, February 28, 2014
Even Technology Needs a Reflection
I wanted to preface this post by saying... I had absolutely no idea what to write! Finding a topic for this week's post took a good portion of the week, and I have erased and restarted my writing countless times and have stared at a white screen for far too long. Just goes to show that the post you think will be the easiest always tends to be the hardest (and the one you're most distracted from)/ Plus, it can quickly turn into something completely different than what you wanted it to be...
Normally, I would use my Learning Journal post to explore into a specific piece from our weekly learning modules, and talk about how it could have an effect on the classroom. This week, however, I decided to take a different approach and reflect on how technology is molding my classroom every day.
It would be safe to say that students in today's era are accustomed to learning with technology. In fact, they are the offspring of the technological boom that shook the nation in the past few decades. In my class, I see this on a daily basis... and am just starting to really understand exactly what that means for my kids. As I've said in previous posts, my classroom isn't a stranger to the realm of technology. We use it constantly with laptops and an interactive white board (not to mention the stab at Class Dojo with my phone that I dropped the ball on since I always forget to update points).
But recently, we started to push ourselves even more with what we're doing technologically. Instead of just using the white board as a display board, we play interactive Jepoardy to learn different aspects of science. We use the website Khan Academy to watch lesson videos and practice different math skills. Study Island allows my students to sharpen skills in all subjects, and play games when they get the right answer. A virtual field trip led us to EPCOT so we can learn about where energy comes from with Ellen Degeneres and Bill Nye the Science Guy, and then we followed it by going on a first-row-seat ride of a roller coaster to experience potential/kinetic energy. And today, we started with a website called MobyMax to bring extra math practice (geared specifically to that student's level) so we're ready for FCAT.
We even have our own Edmodo group now that is used as a classroom network and a place for extra homework help, as well as study tips.
Sometimes, I actually find myself feeling overwhelmed with the increase of technology we use. But, EME5050 has really had me reach out past just using the curriculum to help my students. Now, they are able to really feel engaged in their learning. They take a sense of ownership, and ask what new things they can do next. Their brains are reaching out for the next challenge, whether it be a review game for the next test or a virtual lab to see how static electricity affects a balloon.
What's next in the education technology department though? All of these resources are being used with students, but how can we make sure it is having the right effect on them that we want? That part, personally, I'm still working on with my class. I want them to get the most out of what I can offer them, but I don't want there to be so many things that they become overwhelmed and it goes over their heads. Especially as we head into FCAT crunch time and these kids need to really buckle down to prepare.
For me, I think it's time I try to calm the technology waters and get them used to certain programs/skills - I don't want to throw anymore in there and make a tech storm that they can't handle.
Any experience in this and how to effectively continue to introduce students to technology without overwhelming them? Or to find the right balance for what works with their learning level?
Normally, I would use my Learning Journal post to explore into a specific piece from our weekly learning modules, and talk about how it could have an effect on the classroom. This week, however, I decided to take a different approach and reflect on how technology is molding my classroom every day.
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| Some of the kids working on a class laptop |
But recently, we started to push ourselves even more with what we're doing technologically. Instead of just using the white board as a display board, we play interactive Jepoardy to learn different aspects of science. We use the website Khan Academy to watch lesson videos and practice different math skills. Study Island allows my students to sharpen skills in all subjects, and play games when they get the right answer. A virtual field trip led us to EPCOT so we can learn about where energy comes from with Ellen Degeneres and Bill Nye the Science Guy, and then we followed it by going on a first-row-seat ride of a roller coaster to experience potential/kinetic energy. And today, we started with a website called MobyMax to bring extra math practice (geared specifically to that student's level) so we're ready for FCAT.
We even have our own Edmodo group now that is used as a classroom network and a place for extra homework help, as well as study tips.
Sometimes, I actually find myself feeling overwhelmed with the increase of technology we use. But, EME5050 has really had me reach out past just using the curriculum to help my students. Now, they are able to really feel engaged in their learning. They take a sense of ownership, and ask what new things they can do next. Their brains are reaching out for the next challenge, whether it be a review game for the next test or a virtual lab to see how static electricity affects a balloon.
What's next in the education technology department though? All of these resources are being used with students, but how can we make sure it is having the right effect on them that we want? That part, personally, I'm still working on with my class. I want them to get the most out of what I can offer them, but I don't want there to be so many things that they become overwhelmed and it goes over their heads. Especially as we head into FCAT crunch time and these kids need to really buckle down to prepare.
For me, I think it's time I try to calm the technology waters and get them used to certain programs/skills - I don't want to throw anymore in there and make a tech storm that they can't handle.
Any experience in this and how to effectively continue to introduce students to technology without overwhelming them? Or to find the right balance for what works with their learning level?
Thursday, February 6, 2014
The BYOD Stalemate
"Technology is the future of education and the school systems." I feel like this is a truth that is constantly thrown into the faces of teachers on more than a daily basis. The push for technology integration is in such high demand that teachers are bending over backwards to make sure that there are multiple types of technologically advanced moments in each part of the lesson plan. Students are interacting with SmartBoards, using laptops to practice math skills starting in Kindergarten, and making their own YouTube videos at the Elementary level. Not a single one of my students in 5th grade is without at least a cell phone in their lives, and most of them have laptops and iPads to go along with it. Not to mention e-readers, iPods, and many other gadgets that they stay glued to throughout the day. And they aren't allowed to use these in the classroom due to, for a lack of better term, quality control.
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"iphone" by jgarin on flickr
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With all of the available apps and QR codes out there, wouldn't it be spectacular to actually be able to let all students use these resources? Yearly, more school districts are adopting a BYOD (Bring Your Own Device) policy for students, allowing them to bring their phone or iPad in to do work on as long as they adhere to the rules set by the school district. No discriminating sites. No games. Many districts have even created a separate wireless network for students so they don't "hog" the network from the teachers. There's a lot of information found online about how to implement and incorporate BYOD in the school setting, such as this article from Scholastic.
One of the biggest red flags with BYOD comes from cheating - giving students the access to any information they could care for at all hours of the school day also gives them a larger chance to pull said information at any time during class. Including during a test or while writing a paper. And teachers can push the "it's wrong to do that" as much as they want, but when push comes to shove and that student is feeling stressed from an answer that they swear they know, will they take a guess or will they just do a quick phone peek?
As an educator, I myself am torn on the idea of students bringing in their own equipment. I am learning to incorporate our set of 7 class laptops into daily instruction, and have recently created an Edmodo group for my kids to connect with me out of school (at their request, too)... but I am also very quick to take any electronic away from them the moment I see it. I scared one of my students one day by snatching up a blue device right out of her hands since it was out in the middle of instruction time. It ended up only being a calculator, but it looked so realistic to an iPhone that I panicked, not wanting the school leadership to catch one of my students with a piece of contraband in their hands.
I worry constantly about what my students are sending to one another on their phones without them being allowed in class - my kiddos can be very sensitive, so the smallest bit of name calling is a top-notch bully issue to them. Imagine how that would increase if they had their phones consistently within their reach. Any time someone got an answer wrong, I could just see a "that was stupid" text getting sent to them and World War III being set off.
However, I would love to have them have iPads in my classroom. I feel so much could be accomplished! It would really improve small group instruction, and allow them to react more hands-on with the material.
Is it right to have them banned from school? Honestly, I believe that actually changes based on the classroom. Yes, there are many many many perks attached to being able to get students technologically tuned in, but what some consider the "ethical" stand point (I see it as just plain common sense) needs to be weighed in too.
I'm at a stalemate with my decision, and the more I search BYOD, the stronger that stalemate becomes.
What do you think would be the most beneficial/harmful aspect of having students bring their own devices?
Saturday, February 1, 2014
February Currently
It's a new month! My BIRTH MONTH!!!! :) So, yes, that entitles THREE blog posts now in 24 hours. I feel like I'm on a roll! Though... I partially blame grad school for it, since the first post was due to that. It's also time to link up with Farley for my second currently ever. Onward!
Listening: Shaun's been sick since yesterday at 2am, so I didn't go into work for fear of spreading more germs around the school (I was pretty much in a coma most of the day as well). He's been drinking gatorade today to try to get his electrolites up from how weak yesterday made him. Poor boyfriend. :(
Loving: I'm a huge Marshmellow. Meaning, I love Veronica Mars. And the movie is coming out next month after a 7 year wait... which means, rewatching all 3 seasons from back when I was in high school. We finished Season 2 yesterday during the sick episode.
Thinking: Did I mention it's my birth month yet? 23 more days! Though... I'm not really planning on celebrating much. Maybe just bringing cupcakes in for the kiddos at school. Shaun and I will be spending the weekends around my birthday watching all the nominations for Best Picture at a local AMC theater. And then, I think, when I'm home in Delaware for spring break next month, we will be going to see a play in New York. (Though... getting my class project funded on Donor's Choose would be the best birthday gift.)
Wanting: Updatessss. Today is a new week for my online classes in Grad School, so I am impatiently waiting for the "week 4 updates" to see what the feedback was for the week! (*Note: part of the homepage was just updated.... so hopefully soon!)
Needing: A VACATION. I haven't been out of Orlando since summer. I remember when my vacations use to be coming TO Orlando, now I want to get away from having to drive through tourists to get anywhere! UGH. End of March, come quick. I'm ready for a change of scenery that hopefully won't involve snow. Don't get me wrong, I love Orlando. This is my home... but I am itching to go on a trip :)
2 truths and a fib: 9 monthaversary... TRUE. Shaun and I are 3 months away from our one year. And he just decided to come use me as a pillow. I guess sick boy wants attention?
I've been sick for three weeks.... TRUE. Unfortunately. So has half of my class. And every time, it's a different sick. So each weekend I've been flat on my back in bed trying to get better. It's been horrible!
I'm turning 24... FALSE. I'm turning 25, and I really don't like admitting it to myself! I feel like I've gained too much weight in the 24th year, and keep hoping for a do-over in that aspect... a bunch of the year was fantastic, except for the health side. And I feel like I'm paying for it. :(
Expanding Thought Through Literature
When I first became a teacher in November, I was very quick to put up my first ever project on Donor's Choose looking to get funded. When I walked into my new classroom, the previous teacher told me that she brought her materials to the class from her year of teaching 2nd grade.
Including books.
So, my wonderful group of 5th graders are stuck choosing between picture books and stories about Flat Stanley. Not the best for trying to get them to expand their horizons.
And my school doesn't have a library so I can't just say "go get a new book from there" to them. They want more stories and challenges.
So, I set up my first project looking for people to help fund a revamp of my classroom library. I went through, and picked out books that I thought would excite my kids, as well as ones that would excite me (ahem, I'm talking about you Peter Pan and BFG). One of the most exciting parts is that I included the ENTIRE collections of Diary of a Wimpy Kid, and the Magic Tree House (which the second set is a third of the entire project alone).
Today, I went on to see how much longer I have left, etc. 36 days. And there's been 4 donors, 3 from my family, and one matched. So there's still about $310 to go.
I had told my students about the project before and how I'm trying to help them get more books. They're waiting in anticipation to see if it happens.
The project's listed here.
I'm hoping I can give an update in the next few weeks with the word "completed!!!" in it... fingers crossed! :)
Here's a picture of our current library's state:
Including books.
So, my wonderful group of 5th graders are stuck choosing between picture books and stories about Flat Stanley. Not the best for trying to get them to expand their horizons.
And my school doesn't have a library so I can't just say "go get a new book from there" to them. They want more stories and challenges.
So, I set up my first project looking for people to help fund a revamp of my classroom library. I went through, and picked out books that I thought would excite my kids, as well as ones that would excite me (ahem, I'm talking about you Peter Pan and BFG). One of the most exciting parts is that I included the ENTIRE collections of Diary of a Wimpy Kid, and the Magic Tree House (which the second set is a third of the entire project alone).
Today, I went on to see how much longer I have left, etc. 36 days. And there's been 4 donors, 3 from my family, and one matched. So there's still about $310 to go.
I had told my students about the project before and how I'm trying to help them get more books. They're waiting in anticipation to see if it happens.
The project's listed here.
I'm hoping I can give an update in the next few weeks with the word "completed!!!" in it... fingers crossed! :)
Here's a picture of our current library's state:
Thursday, January 30, 2014
Insta-Classroom
Social networking is at it's height in the World Wide Web. Facebook, blog sites, Twitter, Tumblr, YouTube. They are all sites that individuals use to connect with others under the same interests all over the world. Thanks to advances in technology, that connection is easier to make on a daily basis. Many educators in the field are doing what they can to use some of this technology to their advantage, especially in the blogging sphere. One can find out many inside tricks to the trade by searching for their perspective grades, including stories from the front about how students react to lessons. To enhance these posts, many use another networking site that is becoming a forefront for both young and old alike to use.
References
Image Credit taken from http://sjsdblogs.com/coughlin/files/2013/07/Screen-shot-2013-07-31-at-10.20.11-AM-1shenpo.png
Instagram is a public hosting website for uploaded phone photos that can be instantly edited with filters to change color, size, and clarity. Users are able to find pictures by searching for hashtags of specific topics - like #dogsofinstagram or #intheclassroom. With it's popularity, as well as my students' innate ability of finding my personal Instagram (which has pictures of gifts they have given, and too many Disney shots to count), I couldn't help but wonder how I could use this tool to enhance education for my students?
A very brief Google search led me to a great article by Hannah Hudson (found here) that gave 10 excellent ideas of how to use Instagram in the classroom. I thought the neatest one that I would certainly enjoy participating in was #5 - a character in fiction's use of Instagram (Hudson, 2013). Hudson gives the suggestion to have students and the teacher both find/create pictures that famous fictional characters - like Harry Potter - would post on their own Instagram. This idea and others has given me a base of where I could start if I were to implement Instagram posts as a supplemental, fun way to enhance reading instruction.
In another, shorter article, Ian Jukes (2013) gives ways to use Instagram to enhance instructional time. One that really intrigued me was having students take pictures of parallel lines for a part of a math unit. His article can be found here.
As with many other social networking sites, teachers need to follow serious netiquette when interacting with their students and posting things on their profiles. It is, after all, a public hosting site. As a teacher, certain presence needs to be upheld, and students need to do the same with their accounts as well.
My brief search around the inter-webs led to some valuable information that I feel I could use if/when I decide to incorporate this technology with my current 5th graders. However, for those who have already found me, I believe my first post will be from the viewpoint of the current hero we are reading about - Bradley Chalkers from There's a Boy in the Girl's Bathroom.
References
Hudson, H. (2013, July 22). 10 Ways to Use Instagram in the Classroom. Retrieved from: http://www.weareteachers.com/community/blogs/weareteachersblog/blog-wat/2013/07/22/10-ways-to-use-instagram-in-the-classroom
Jukes, I. (2013, November 5). How to use instagram in the classroom. Retrieved from: http://fluency21.com/blog/2013/11/05/how-to-use-instagram-in-the-classroom/.
Wednesday, January 15, 2014
An Excuse Against Technology - Is There Such a Thing?
Note: Hello EME5050 class! Welcome to my "teacher blog". I'm a huge blog lurker of others that talk about what works in their classrooms, and what cute crafts they made to use for their students... so I made this blog just before the New Year! So, if you look outside of the Learning Journal posts, you will see things specific to my classroom - maybe something I've made for them, or a lesson that we did that day, etc. There's no need for you to have to look if you don't like, but you're more than welcome to check out the other parts of my blog. :)
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There's no question that we live in a society run by technology, and yet day after day people make countless excuses to not learn/use the tech in their lives. Teachers seem to be the worst.
"It takes away from instruction."
"My students will be too distracted by the ads."
"I just don't have the time."
Principal Bill Powers made a post dealing with the very topic almost a year ago (on this particular blogger's birthday no less!). In it he brings up both sides of the argument involving technology, then poses the question "what do you think/believe?"
To answer Powers' question, you have to think about how much technology is integrated into life on a daily basis. For instance, I am currently writing on an Internet journal system (known as a blog) on one laptop, while my other laptop is hooked up to the TV and I'm streaming an episode of one of my favorite shows (Veronica Mars). I am also checking in with my students while they study for a Science test in Weather and the Water Cycle on studyisland.com. My boyfriend is next to me on his laptop doing class work/playing on Facebook. Between us, there sit two iPhones that are consistently checked. And that's just one specific moment.
During the day, the students in my class and I work with eight different laptops, a SmartBoard, a document camera, and my phone, which is constantly used to track "Class Dojo" points (if you don't know what that is, check it out here. My kids love it, and it makes for a great class management system!). Being able to put grades into a system that automatically calculates averages and has attendance automatically attached to it has worked wonders for being a first year teacher.
My team mates? Not so much. They complain often about not being able to do it just hand written, and about having to integrate any type of technology into their lessons. For them, it takes too much time to find the sources that can be helpful in the lessons.
But is that an excuse? To not have enough time?
My personal opinion is that no, it is not.
Educators these days are teaching to a room full of digital students that are used to having multiple technological outputs running data through their brains. Having the constant connection to just the Internet alone allows students to have access to a vast array of information that they can understand on their own terms. They can pull up any facts they want about their favorite singer, movie, or video game.
If students are able to work quickly to understand information they read online, why not use that to a teacher's advantage? If an educator's purpose is to ensure that all students master the material needed for that grade, why not let them learn using a tool that they don't only know but love?
When I was a student in elementary school, it was unheard of for a teacher to have a computer in their room. Now, we have eight in my classroom. Every year, technology charges through change, and students are charging right along with it.
So, is there an excuse to not join the technological movement? Is it okay to sit back and say "I just don't have the time," even if that site you could come across would be beneficial?
Not if you want your students to be given the best opportunity to learn.
Resources
Powers, B. (2013) Why 'I don't have time for technology' is No Longer Excusable. Retrieved from http://www.edudemic.com/i-dont-have-time-for-technology/
Shelly, G., et al (2012). Integrating Technology in a Connected World. Boston, MA: Course Technology, CENGAGE Learning
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
There's no question that we live in a society run by technology, and yet day after day people make countless excuses to not learn/use the tech in their lives. Teachers seem to be the worst.
"It takes away from instruction."
"My students will be too distracted by the ads."
"I just don't have the time."
Principal Bill Powers made a post dealing with the very topic almost a year ago (on this particular blogger's birthday no less!). In it he brings up both sides of the argument involving technology, then poses the question "what do you think/believe?"
To answer Powers' question, you have to think about how much technology is integrated into life on a daily basis. For instance, I am currently writing on an Internet journal system (known as a blog) on one laptop, while my other laptop is hooked up to the TV and I'm streaming an episode of one of my favorite shows (Veronica Mars). I am also checking in with my students while they study for a Science test in Weather and the Water Cycle on studyisland.com. My boyfriend is next to me on his laptop doing class work/playing on Facebook. Between us, there sit two iPhones that are consistently checked. And that's just one specific moment.
During the day, the students in my class and I work with eight different laptops, a SmartBoard, a document camera, and my phone, which is constantly used to track "Class Dojo" points (if you don't know what that is, check it out here. My kids love it, and it makes for a great class management system!). Being able to put grades into a system that automatically calculates averages and has attendance automatically attached to it has worked wonders for being a first year teacher.
My team mates? Not so much. They complain often about not being able to do it just hand written, and about having to integrate any type of technology into their lessons. For them, it takes too much time to find the sources that can be helpful in the lessons.
But is that an excuse? To not have enough time?
My personal opinion is that no, it is not.
Educators these days are teaching to a room full of digital students that are used to having multiple technological outputs running data through their brains. Having the constant connection to just the Internet alone allows students to have access to a vast array of information that they can understand on their own terms. They can pull up any facts they want about their favorite singer, movie, or video game.
If students are able to work quickly to understand information they read online, why not use that to a teacher's advantage? If an educator's purpose is to ensure that all students master the material needed for that grade, why not let them learn using a tool that they don't only know but love?
When I was a student in elementary school, it was unheard of for a teacher to have a computer in their room. Now, we have eight in my classroom. Every year, technology charges through change, and students are charging right along with it.
So, is there an excuse to not join the technological movement? Is it okay to sit back and say "I just don't have the time," even if that site you could come across would be beneficial?
Not if you want your students to be given the best opportunity to learn.
Resources
Powers, B. (2013) Why 'I don't have time for technology' is No Longer Excusable. Retrieved from http://www.edudemic.com/i-dont-have-time-for-technology/
Shelly, G., et al (2012). Integrating Technology in a Connected World. Boston, MA: Course Technology, CENGAGE Learning
Tuesday, January 14, 2014
A glimpse into today
So I pulled something off of Pinterest for Science today (a big sore spot for our school being a first year) to try to help my students with vocabulary. I'll post a link to who had the original idea of it when I find it again (I'm getting ready for a seminar and need to make another post, so this one is brief), but it is a vocabulary bingo I saw about the Weather Cycle.
The kids LOVED it, we played for a good solid hour and they had no idea that it was FCAT review. All I did was tell them a definition and they had to tell me the word back. It was amazing to see the hands shoot up.
Two other pieces of work that was done by a bright student: \
Ignore my finger covering up a name there. ;)
Saturday, January 11, 2014
First Week of the New Year
Whew!
Is it just me, or did this week take FOREVER to go by? I can't believe it was only the first week after break! And yet... every single day seemed to go super quickly, and nothing could get done.
For me, Monday also signified my going back to school, and I am now on track to get my M.Ed in elementary education from University of Central Florida.
Is it just me, or did this week take FOREVER to go by? I can't believe it was only the first week after break! And yet... every single day seemed to go super quickly, and nothing could get done.
For me, Monday also signified my going back to school, and I am now on track to get my M.Ed in elementary education from University of Central Florida.
I bring that up because this blog is going to play a part in my first semester of grad school! I am taking an online course in technology, and we need to respond to items using our blog. So I thought, hey? Why not use THIS blog for it? So you will see posts filed under "EME5050" and those pertain to my tech class. :)
But, as for life in 5th grade, our first week back was a roller coaster. I had a sit down to discuss my first formal observation from my principal (which, of course, happened the week before winter break...), had a Charter School's "Quest" Walk Through and an informal observation back to back on the same day, started serving as the Team Lead for my 5th grade team, and participated in a 5 hour long meeting about Science curriculum leading up to the FCAT (so my team only taught reading that day, and then we had a sub the second half of the day) - which, the Science meeting was cancelled on us the morning of it and then reinstated 15 minutes prior to when it was to start. And that was all outside of just teaching my little Lovebugs.
For 5th grade students this week, they had to turn in their Science Fair projects and present them (which has turned into a fiasco, since they keep trying to bring the experiments in to DO them for their classmates, against what I have told them), but they have also gotten a 95% class average on our latest math quiz/topic (we won't talk about the class average on the science quiz that they took right after I gave them the answers...), and we started a read aloud at the end of the day with There's a Boy in the Girl's Bathroom.
The book is a personal favorite of mine, and my kids seem to love it too. We will be starting Chapter 18 on Monday afternoon, though we pull it into our Reading lessons during the morning with making predictions and any other reading skill we're working on in the room.
But, as for now, I need to get to work on creating a schedule for myself this week so I don't get behind and procrastinate on all of this grad school work, and lesson plans, and grading (our quarter ends this Friday!), AND creating things for my wonderful kiddos. So I will leave you with a few classroom photos I managed to take :)
Proud teacher moment - getting that 95% Class Average! Hopefully the next few topics show something similar :)
This is one of my favorite projects that were done, the student brought in an example of what she did but... she colored a real flower by putting it in ink in a bottle!
Another Science Fair project that came in. Her robug is adorable in person too, and it's one of my students who has trouble with a lot of material, so I'm super proud.
Our "Progress Tracker" board so far... right now, I only have Benchmarks with the goals for our next one, and our current Math Topic. But I'm going to be working on a way for them to track the Sunshine Standards they master at the bottom area there. I'm thinking of calling it "Target Track" so they know they're on target for FCAT and what they need to focus on more :)
Until next time!
Thursday, January 2, 2014
January Currently (my first of 2014 and ever!)
I did it... joined my first linky party! Brought to you by:
So, for my first EVER linky party, my currently of January 2014 (drumroll please)...
Listening... Shaun and I just got a few new dressers from IKEA, so we had to move some things out of our bedroom. Like one of Shaun's movie shelves, meaning he had to reorganize. Of course, the movies don't fit but... that's another thing to tackle later!
Loving... I love love LOVE IKEA. I've been twice in the past week alone. We bought two dressers with Christmas money last week, and a part broke so we went back today (yay!!!!!). AND priced out our new bed set we're getting SQUEAL! I feel like I'm finally at home with helping to buy things for our little room. :)
Thinking... I know, I know, I shouldn't complain since I already HAD until Monday before going back to school. But, I'm not done anything. I had so much I wanted to get done over winter break to try to transition the class into my own, and I'm not even done my grading or lesson planning for next week! Can we just stretch break one more week??
Wanting... I had a huge craving for chocolate just now. Must be the stress of everything I have on my to-do list!
Needing... ok, so I'm making a mailbox for the classroom to get all of those papers organized by student, we're building the second dresser, our room is a DISASTER, and I have a bunch of anchor charts to make... as well as grocery shopping, and laundry. And Shaun's dad is here with us at the moment. I could use being an octopus right now.
Memory and/or Tradition... this year was my first Christmas away from my family, so Shaun and I incorporated some traditions from my home into our first holiday together. Including one I started myself two years ago to get through the holidays in one piece. So this year, I made sure that I had a few mimosas in me before I even started cooking Christmas brunch.
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