Class Reflection

I have learned so much in this class, I do not know where to begin.  Every assignment we have done in this class has helped to prepare me for what is to come when I graduate.  There are a ton of tools out there that will help make my teaching experience better.  I am so thankful that I had this class though because I would not know where to begin to look for those at.  The web tools will probably be the most beneficial assignment.  The tools taught me how to create rubrics, worksheets, puzzles, and quizzes.  These are things that I know I will be able to use in the classroom setting on a regular basis.  I also know that it is not always fun to do worksheets or written work, and that is where I would bring in the video.  I  would like to do a class video that all of the students and myself work on throughout the year.  I want to be able to present each parent with a copy of it at the end of the year as a gift to them.  I loved creating the concept maps.  Those would be great for writing activities or when learning about the different seasons, climates, etc.  These tools that I learned to use in this classroom will help me go so much farther as a teacher.  I am thankful that I had to take this class. 

 

Like most, I have some strong points in this class and some that could use a little work.  I think the project that was easiest for me was the concept map.  I just took the material I needed and inputted it into the web.  It was not so challenging because I already knew how to make a concept map.  The most difficult assignment for me was the assistive technology.  I was very unfamiliar with the material.  I was not aware that the computer has so many features available to me.  It was also difficult because I have Windows 8 on my computer.  The instructions did not correspond with my computer, and I had to search the computer in order to complete the activity.  My movie maker gave me a little trouble, but it was easier than the assistive technology.  I am not familiar will everything that the movie maker will do.  My movie was fun to make; when I was finished, I was very proud of it.  I was trying to show everyone my video.

 

In the future, I plan to work more with the computer in order to access the features more easily.  I would like to be able to use those features in the classroom, especially if I have a child with a disability.  However, I know that I need to get better with the features in order to teach a student how to use them as well.  I would also like to explore the movie maker technology some more.  I would not mind making a few videos for other classes.  This will help me become more familiar with the technology and what it does.  I then will be able to better use it in my own classroom!

 

Technology is an important part of the classroom.  I believe that every teacher should use some form of technology. The students need to be taught how to properly use the technology that is available to them while they are in school.  Our world functions around technology; the children need to be able to function with the world and technology as well.  Like I previously stated, I would like to make a video throughout the year to give the parents at the end of the year.  I would also like to use the concept maps as a teaching tool.  I feel that it is easier to learn if the material is presented in an organized fashion.  The students will be able to see and compare the information that is provided for them.  Turn-It-In is another tool that I will be using in the classroom.  I would like to have all the students turn in their rough drafts to Turn-It-In.  This way, they will have the opportunity to change anything that they feel is necessary.  Then when they turn their final papers into me, they will be less likely to have plagiarized. 

 

Technology is a great tool to anyone that is willing to learn about it.  I am very grateful for this class as it has helped me grow as a person and as a teacher.  I look forward to what the future holds.  Now, I can move forward and feel a little more prepared for what is to come when I graduate.  This class is great for anyone to take, not just teachers.  I learned a lot of useful information that will hopefully take me farther in life.

Web Tools

The web tools is by far my favorite assignment yet.  I find that the web tools are going to be very useful to me as a teacher.  I may not ever use the test creation to make a written test, but if I ever decide to give an online test, it will be very helpful.  I like that their are options when creating the test, and that I can randomize the test questions to help prevent cheating.  It is a lot easier than having to manually scramble the questions.  I love the rubrics; I always thought that it would be very hard to make a rubric.  It is not so hard with the templates.  I like that you can create your own point system; I also like the fact that I can create my own category without having to create the whole rubric from scratch.  This is definitely a tool that I will be using in my classroom for projects.  In this assignment, we also did a word search.  The word search was really easy; I just had to pick some words and then the site scrambled them and added the extra letters.  I had no idea it could be so easy.  Lastly, in this assignment we created a worksheet.  I though the worksheets were cute and really simple to make.  I will most likely use this tool as well.

The web tools correspond with standard two and three.  Standard two works with it because the teacher is designing the word search, test, rubric, and worksheet.  She is creating all of these to help the students develop new learning experiences.  The third standard ties into this assignment because the teacher is modeling the technology.  The test is online which is something that used to not be available.  The teacher can also allow the students to create their own word searches that correspond with the lesson that she is teaching.  Then the students can trade with a partner and complete the word searches.

Websites

This assignment was not the first time that I have created a website; however, this is the first time that I have truly understood what I was doing and how to create it.  I got excited about my website because it is a tool that I know I will use when I begin teaching.  I had a math teacher in high school that had his own website, and we used it quite frequently.  He had a lot of helpful material on his site, and it was all at our fingertips.  I knew if I ever became a teacher, I would want to have a site for my classroom as well; my only problem was that I did not know how to create one.  The one we created in technology discovery was very complicated.  I felt like I was creating the site from scratch, and I may have been.  With Google Sites, it was very easy to make a website.  Once you got the first page created, it was downhill from there.  The website runs very smoothly and is easy to navigate.  I had trouble deciding what I wanted to write on my site, but that will become easier once I graduate and get into my own classroom.  I will not have to search for a supplies list and stuff like that because I will already have one.  This was a great experience for me, and I look forward to making a new one for a real class one day.  This is a link to the sample website that I created: https://sites.google.com/site/mswardskindergartenclassroom/.

By having a website, a teacher is designing and developing digital-age learning experiences and assessments.  If the teacher has older age group, he or she could use their website as an example.  The teacher could have the student create their own website, an "all about me" website.  I think this would be a fun way to incorporate the web design while giving the students the opportunity to learn a little about each student.  Also, the teacher providing a website models the digital-age work and learning.  It is a tool that allows the teacher to communicate with both the students and their parents. 

Turn-It-In

Turn-It-In is a great tool.  I did not like it my freshman year, but no one really explained it to me.  I thought it was just another step because my teacher was too lazy to read our papers.  My teacher did not explain to us that Turn-It-In checked for plagiarism against other papers.  This class was only the second time I had ever used Turn-It-In.  However, this time I knew what it was used for and this assignment showed me the benefit of the tool.  Although I had found out more information and learned how to use the tool, I still learned more when I used it for my SPE 400 class.  We did a planning matrix and had to submit our rough draft through Turn-It-In.  Our teacher wanted us to see how much we plagiarized; if it was over ten or fifteen percent, she wanted us to make the suggested changes to our papers.  This is when I found out that Turn-It-In does not compare your paper with the internet and books, but only to other papers that have been submitted through Turn-It-In.  I directly copied and pasted my objective for my lesson from the Common Core website.  However, Turn-It-In did not say that I plagiarized it from there, it said that I plagiarized it from another student at some college up north.  I had never even seen his paper before.  This experience made me not want to use this program in my own classroom.  Then, I started thinking.  It would be a great tool to do exactly what our teacher made us do.  I would not use it to check their final papers, but it is a good tool for the students to use just to see where they stand.  I like Turn-It-In, but I do not know how accurate it is on finding all the plagiarism. 

 

Turn-It-In also relates to NETS-T.  It can be tied to the fourth standard which is promote and model digital citizenship and responsibility.  Because this tool checks for plagiarism, it is promoting digital responsibility.  This tool helps prevent students from submitting something that is plagiarized.  If the student were to submit a paper that is plagiarized, the student would suffer consequences.  Plagiarism is illegal and this tool aides to prevent this crime.   

Google Groups

For Google Groups, we wrote a story as a group.  Each person wrote a paragraph that added onto what the previous person(s) wrote.  I think it was really cool because it leaves the story open to go in all different ways.  No one really knows what will happen or how it will end until the last person finishes writing.  For example, Tiffani left Billy  the elephant stuck in the bus door.  When Katherine started writing, she wrote in a friend that helped push Billy through the door; Billy's friend saved the day.  However, Tiffani had no idea that Katherine would make a way to push Billy through the doors of the bus.  It is exciting to finally go back and read the story as a whole.  To my surprise, the story followed really well.

In Google Groups, we also did a separate presentation using Google presentations.  My presentation was on the number theory.  Considering I want to be a mathematics teacher, this was a good activity for me to practice.  It gave me practice preparing a presentation that I would teach from in a real classroom.  Google presentation was fairly easy to use.  It was very similar to Microsoft power point.  It is definitely something I may consider using in my own classroom.  The best part about it is that it is FREE as long as one has access to the internet!

Using the technology provided through the internet and Google allows for the teacher to model digital-age work and learning.  The students are also prompted to design and develop digital-age learning experiences.  If the teacher uses these programs to create his or her presentations, it may strike an interest with the students.  Also, if the teacher assigns projects that involve these fairly new programs, the students may start to use the programs on their own when they complete other future assignments.

 

Google groups facilitates and inspires student learning and creativity because the students will be intrigued with the idea and want to create a story or presentation themselves.  If the teacher uses the technology, they have to design and develop their own presentation for the class; this is the second standard.  If the teacher presents their work to the class, they are modeling it, which is the third standard.  The teacher is evaluating and reflecting on the technology that is used frequently in the classroom, which falls under the fifth standard.

 

Assistive Technology

Assistive technology is a great resource for teachers.  Teachers that have children in their class that have a disability are able to use the computer.  The magnifier can be used not only for children with disabilities, but also for grandparents that come into the classroom that may have trouble seeing due to old age.  The narration is not only good for children that are vision impaired, one could also use it when helping children learn to read.  The children will hear the words as they see them on the screen which aids in learning to read.  These are only examples of a few of the technologies that are on Microsoft that help the children with disabilities.  I love these technologies and cannot wait until I can use some of them in my classroom.  Like I previously stated, one can make use of these technologies even without having a child with disabilities.  Prior to this chapter, I had no idea my computer had these features.  I knew of the common ones like the toggle keys and the magnifier; however, I had no idea that my computer could flash the screen when it made a sound for the toggle keys, nor did I know that I could make my screen change to contrasting colors to increase visibility.  I am very grateful for the section because I feel as though learning assistive technology will make a difference in the future when I start teaching.

If a teacher were to use the narration on a Power-Point as we did in class, they would be addressing the second and third standards.  The second standard states that one should design and develop new age digital learning experiences and assessments.  Using narration accomplishes this because one, it is new aged, and two the teacher designs it and presents it to the classroom.  This is where the third standard comes in.  When the teacher is presenting the Power-Point to the classroom, she is modeling digital age work and learning.

Digital Movies

My video is called "It's Summertime."  It is based on activities that my family does during the summer months.  My sister has a pool that we visit quite frequently during the summer.  Her house is a central place for the whole family to gather, relax and have fun.  When we do not go to my sister's house, we have full access to the lake that is in my neighborhood.  My kids, my friends, and myself spend plenty of time at the lake.  The park is another place that we go to often.  At my house, we do not have very many outside toys for the kids to play on.  They enjoy running around and having an assortment of playground equipment to play on.  

Aside from the content in the video, I enjoyed creating the video itself.  The video was fairly easy to create and does not take much time.  It would be a great tool to use in a classroom as well.  During the school year, I could take pictures of the children doing various projects and activities in the class.  At the end of the year I could make a video for the parent as a souvenir of their child's year.  This way, the parents will always have memorabilia of their child's elementary school year.  

Also, the children can use this to create a video that may go along with a project that they are assigned as well.  For example, the students may be assigned a project about volunteering.  They could use pictures of themselves and others volunteering to show various types of activities that are considered volunteering.  This would also tie into NETS-T. 

Digital videos can tie into a few standards.  For one, they facilitate and inspire student learning and creativity.  The video requires the student to think outside the box.  The student has to come up with a way to incorporate the video into their presentation.  They have to use their creativity to design and decorate the video to make it attractive for the viewers.  The video creation also incorporates designing and developing digital-aged technology.  By creating the video, they are using modern day technology.  They are not repeatedly using the same software.

Concept Map

A concept map is a great tool that teachers can use in a classroom.  Teachers can use the concept maps to aid in their own development.  Teachers can use the maps to present a lesson, create a lesson plan, and also teach the students how to use it in their own work.  I used my concept map as a guide to what standards need to be met in mathematics for a fifth grader.  Since I want to teach fifth grade math, this will benefit me later on, providing the standards do not change in the next two years.  Like I mentioned before, the students can also use the concept maps.  Instead of using a pencil and paper to create a bubble map of an essay, the teacher can introduce kidspiration.  It will make the assignment more fun for the students, and the teacher will have something pretty, that reflects each students personality, to grade.  Also, students could create an "All About Me" concept map.  Each student could share their concept map with the class.  It is a fun way to get to know all of the students.  Another way the students can use the maps is to create a map to reflect what they have learned in a unit.  For example, they could put the unit name in the middle and create subtopics of the different categories they learned about.  They could further expand that by creating subtopics of the subtopics.

Concept maps also tie into the NETS*T.  If a teacher uses the concept map to present a lesson to the class, then the teacher is facilitation and inspiring student learning and creativity.  The teacher is modeling how to use the technology; therefore, the teacher is also modeling digital age work and learning.  This one example also ties into designing and developing digital age learning experiences and assessments.  The students become curious about the technology and want to learn how to use it.

NETS*T Standards

1. Facilitate and Inspire Student Learning and Creativity

Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face 
and virtual environments.

a. Promote, support, and model creative and innovative thinking and inventiveness
b. Engage students in exploring real-world issues and solving authentic problems using digital tools and resources
c. Promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes
d. Model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments

2. Design and Develop Digital Age Learning Experiences and Assessments

Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETS·S.

a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity
b. Develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress
c. Customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources
d. Provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching

3. Model Digital Age Work and Learning

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

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

4. Promote and Model Digital Citizenship and Responsibility

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

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

5. Engage in Professional Growth and Leadership

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

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

ETS·T © 2008 International Society for Technology in Education. ISTE® is a registered trademark of the International Society for Technology in Education.

Technology in a classroom is very important, especially in today's day and age.  Everything in today's world revolves around technology. This makes learning technology in school just as vital as learning to read and write, compute mathematics, complete science experiments, and learn about the history.  Students should be exposed to technology throughout their education.  The students should build on their technology each year as they do with every other subject.  These standards help teachers know what they should do in the classrooms when it comes to technology.  The standards help the teachers incorporate the technology, as well as, create curiosity within the student.  The curiosity is what makes the student want to know more and get involved in the technology.  The technology standards for teachers are beneficial for both the student and the teacher; therefore, I plan to refer to the standards and incorporate them in my own classroom when I finish my degree.  

Introduction

My name is Whitney Ward.  I am currently engaged and planning my wedding for March 22, 2014.  I am excited to be a step parent to two beautiful babies that I currently help raise.  Children are a joy for me to have around.  They know how to make me smile when I am upset and can turn any mood into a positive one.  I look forward to spending most of my time teaching them.  I am now a junior and have started my Introduction Block in the Elementary Education program.  I will receive my endorsements in both mathematics and social studies when I graduate.  I am hoping to have all of my classes finished by May of 2015.  I love mathematics; I find number to be very interesting.  In addition, I like mathematics because there is always a reason why a certain answer is correct; there are no “that’s just the way it is” answers in mathematics.  On the other hand, social studies is one of my least favorite subjects.  I was previously an accounting major which required me to take sociology and economics.  Both of those classes count towards a social studies endorsement.  If I take one more social studies based class, I will be able to receive a social studies endorsement as well.  Despite my lack of interest in social studies, I still look forward to getting both the social studies and mathematics endorsements.  These endorsements will better qualify me as a teacher.  I am not a very technology savvy person.  I know just the basics I need to complete my class assignments.  However, I do believe that technology is important to use in a classroom.  Our world revolves around technology, and children need to be know how to use the technology themselves.  Although technology is important to a classroom, technology should not be the only way teachers teach.  Children need to be exposed to a variety of ways (hands-on activities, board example, one-on-on, etc.) to learn because not everyone learns the same way.