PLN

A PLN is an information hub you can share with, gather from, or connect with others who are interested in the same topics as you are. Some of the most common ways to share information is through social networking sites, for example LinkedIN, Facebook and even Google docs. Having a PLN will help me as a teacher by allowing me to share and gather information that is relevant to the course or grade level I am teaching. 

I subscribed to several different RSS feeds that related to using iPads in the classroom. This topic has been a hot discussion in some of the recent journal entries I have read so  I decided to subscribe to these feeds to learn more information. One specific blog I subscribed to was “Apps in Education” seen here: http://appsineducation.blogspot.com/. This site provides tips and reviews on the latest apps to use in the classroom. 

I have used Twitter for many years, mostly to connect with others who were working in Public Relations. I used to work in PR so it was relevant for me to network with others in the field. Through this project I began following several of my EDUC 422 classmates. It was interesting to see what they were posting about education and their experience so far at Cal State San Marcos. I look forward to following more education based Twitter users for more insight into my future career. 

My library in Diigo is compiled of articles based on using iPads in the classroom. This site is very helpful in finding relevant information on specific topics. I follow four of my classmates who also researched iPad use in the classroom. Because we were all able to gather different articles on the same topic I was able to greatly expand my knowledge base all through the Diigo website which was really simple to use. 

I chose to join the Classroom 2.0 discussion on Ning. The blog post I chose to read was “Why Districts Need to Adopt a Year Round Program.” I thought this article was interesting because when I was growing  up I attended yea-round schools and thought it was great. Although, I thought it was great I don’t think it would be rational to require students to participate in an online session as this article suggests. The blog post can be seen here: http://www.classroom20.com/forum/topics/why-districts-need-to-adopt-a-year-round-program. 

My overall PLN experience was great! I learned of many new ways to share and gather information and I plan on using them throughout my career. My favorite network so far has been Diigo. I found it the most relevant and easy to use. 

Blog Post #8: Right on Course

In the article, “Right on Course,” talks about the 16 school districts of Lane County, Oregon and its new online learning program. The online program acted as “go-to” support center for all the districts and provided correspondence courses along with online curriculum delivery. Because the interest was extremely high, it resulted in many changes for the 16 districts. There were more part-time teachers than full-time and there was a desperate need for technological infrastructure and communication to maintain these owned online courses. In order to make this program successful there were a number of things that had to be done. For example, they had to expand course offerings, improve student retention, increase options for non-traditional students, and establish regional oversight. They also began to run into some problems, for example some principals and superintendents felt that the only subjects that could be taught online were language arts courses and they were afraid to have high school students solely rely on online courses instead of an in person teacher. The next step they took was to partner with a local community college for advice and tips. The first tip was to use Moodle and they continue their partnership by using this site. They then selected different course plans, pricing, and teachers willing to run the online programs. After their first year of using the program and over 525 individual enrollments, they found that online learning can be very successful and they have a 75% passing rate of students. 

I never would have wanted an online course in high school. I think that at that age most students aren’t motivated enough to participate in Webinars and respond to online curriculum. While I think it could be a good experience for high school students to prepare them for college course and introduce them to new technologies, I do not think that a 75% success rate is an OK number to continue the program. I also think it sounds like an easy way out to get more part-time teachers rather than paying for full-time. Again, while I think most students wouldn’t be ready for online courses in high school, i do however, think it benefits them by learning how to use the internet and computers more efficiently. 

This article related to NETS Standard number six “technology operations and concepts.” Through using online courses students are able to select and use applications effectively and productively. They are also able to get a better understanding of technology systems and applications. 

Brown, Don. "Right on Course." Learning & Leading. ISTE, n.d. Web. 2012. http://www.iste.org/learn/publications/learning-and-leading/issues/Feature_Right_On_Course.aspx.

Blog Post #7: When Will We Ever Use Math in Real Life?

In the article, “When Will We Ever Use Math in Real Life?” challenged the preconceived thought of many students entering another year of math class, that we actually won’t ever use this math outside of the calss room so what is the point of using it. In order to address this common question, individuals in science, technology, engineering, and math (STEM) careers were asked to show students how math is used daily in their careers. For example, an architect showed that geometric shapes play a huge role in his everyday work. After showing these videos month after month in their classes, teachers reported that their students were more interested in learning new math concepts. 

I thought this article was very interesting. I thought it was interesting because as a high school student, I also questioned if I would use math in the “real-world.” I think all subjects within STEM are extremely important and will be used well after high school classes. I also thought that creating videos from real-life people who continue to use math in their daily life was a very creative and effective way to portray its importance to high school students. I know that if I would have seen a video like this in high school I might have appreciated what I was learning much more. 

This article relates to NETS standard number four because through viewing these videos students are able to think critically and use multiple processes and diverse perspectives to understand why math is important and how it is used in daily life after high school. 

Stein, Sarah. "When Will We Ever Use Math in Real Life?" Learning & Leading. ISTE, n.d. Web. 2012. http://www.iste.org/learn/publications/learning-and-leading/DigitalEdition/digital-edition-june-july-2012.aspx.

Blog Post # 6: QR Codes 101

In the article, “QR Codes 101,” the author describes what QR Codes are and how they can be used in the classroom to “spice up” lesson plans. Introducing QR codes, she describes an incident where a teacher took his students to a WWII historical site in D.C. Although the teacher was explaining to his kids how important some of the monuments were, they were distracted by another tour who was using QR codes. The teacher did some research and found that “QR Codes are versatile tools to extend learning inside and outside the classroom. You can use the to give students quick access to additional content” (Crompton, 2012). They also save time by speeding up activities. Next, the author gives ideas on how to use QR codes in the classroom. For example she lists, incorporating text, URLs to websites, coordinates on a map and phone numbers. Even more helpful she lists a step-by-step process of how to use QR codes via a smartphone. 

I have used QR codes for many marketing and PR tactics, but never would have thought about using them in the classroom. After reading this article I found that QR codes are a creative and fun way to engage students in classroom activities just like we engaged consumers to our clients products at the PR firm I worked for. I think I would have appreciated an application such as QR codes while I was a high school student. Not only are they giving you additional content for class lessons, they let students be hands on with technology used in every day society.  

Using QR Codes in the classroom meets NETS standard #1, “Creativity and Innovation.” The use of QR codes is a creative way for students to engage in class content. I think this would be most beneficial in a history class because it would get kids involved in a fun way. It would allow them to identify trends both in content and in technology. It also allows student to explore complex systems and issues. 

Crompton, Helen. "QR Codes 101." Learning & Leading. ISTE, June 2012. Web. 18 June 2012. <http://www.iste.org/learn/publications/learning-and-leading/digital-edition-june-july-2012.aspx>.

Blog Post # 5: Make Learning Pop!

In the article, “Make Learning Pop!”  a teacher explains her life-long enthusiasm of art and technology and how she implemented both of those qualities in the classroom. Prior to working as a teacher she was a graphic designer. Once she began teaching high school art she remembered how well she responded to pop up art as a student. While getting her doctorate degree, she started looking deeper into pop up art when she came across a design software and machine created for this purpose. After some more research she began incorporating the software and digital fabrication machine in her classroom where she would have her students design pop-ups and paper sculptures. She felt this project was a huge success in her classroom because it provided a new twist on traditional approaches, as the students were involved with the creation process from start to finish. Her pop ups were so successful that other teachers began asking her to help with creating projects and after school programs. One teacher in particular who worked in a low socioeconomic district requested her help to create an after school program for middle school kids. The program was very successful because it facilitated social interaction and allowed students to explore and discover.

As a child I remember using pop ups as a fun activity in school. They were used for story telling and art projects. After reading this article I can see how students react so positively to this creative process because they are able to see their idea develop from an idea to a tangible project. I know that if I were able to design my own pop up rather than folding one that my teacher gave to everyone, I would have loved it. I also think it’s a great project for districts that don’t have a lot of money. It really allows the children to use their creativity and imagination at a low cost.

This article relates to NETS Standard #1, “Creativity and Innovation.” Through designing and creating pop up pictures, students are applying existing knowledge to generate new ideas and products. I think this is a very important standard for students to meet because they are able to tap into their creative side and create original works as a means of personal expression. 

Smith, Shaunna. "Making learning Pop." Learning & Leading. ISTE, June 2012. Web. 18 June 2012. <http://www.iste.org/learn/publications/learning-and-leading/digital-edition-june-july-2012.aspx#pg1>.

Technology of Choice Presentation Review: SMART Boards

A SMART Board is a large interactive whiteboard that features touch detection for user input meaning users are not actually writing on a whiteboard, they are writing on a “virtual” board projected onto a surface. Both teachers and their students can write on the boards using special pens (which come in different colors); however, if the pens go missing users are able to use their fingers or other objects to write, erase, etc.

            The SMART Board is a good tool for students because they engage students in learning. For example, it is a fact that student progress 2.5 to five months faster in math using a SMART Board. Computer literacy scores also have improved at certain middle schools among students.  Teachers and the boards simple and easy to use thanks to its given software and tools. Overall, the boards are beneficial to both students and teachers because they boost students’ self esteem and teachers’ ability to assess learning. The boards are also environment friendly so students’ and teachers’ do not have to provide worksheets or other printed material.

            To install the SMART Board teachers must first talk to their Principal or district to find out the school’s budget and if this would be something they could do. SMART Boards can be purchased for around $3,000 and have it installed for an additional $100. Lesson plans can also be purchased and range from $15-$40.They can be purchased from SmartTech.com/SmartBoard. 


A tutorial can be seen here: SMART Board Tutorial

Blog Post # 4: Flipping the Classroom and Finding Balance

In the article, “Flipping the Classroom and Finding Balance,” the author explains the art of the “flip model” which has students review lessons at home and do their homework while in the classroom. Caroline D. Haebig, a teacher and author of this article also provides insight to why the flip  model is so intriguing to teachers. She states, “There are many reasons districts and teachers may find it attractive to flip the way we are doing school.  It can allow students to collaborate more closely with each other and their teachers, provide time for creative, hands-on activities and engaging discourse.” Although, the flip model has proven to be successful it can still pose some challenges. For example, depending on how the students are as learners can really influence if the flip model is successful or not. Haebig explains that the kids must be able to fully grasp what the flip model is and how they must utilize it to its fullest. Not only does the flip model help students become more active in their learning, Haebig explains that by having students review lectures at home it also familiarizes them with new technology. 

Prior to reading this article, I never heard of the flip model. While I think it is an interesting point of view on teaching, it worries me that a majority of students wouldn’t get the most out of the lectures, simply because they wouldn’t know what to focus on or they wouldn’t review them. I did, however, like that Haebig points out that this model may pose a challenge yet she believes that it will challenge a students learning techniques which may improve their learning abilities. “We must strive to help students to adapt and make the most of this new way of teaching and learning.  As teachers are challenged to revisit the process in which they teach their content, we must also provide students with the support they need in order to maximize their learning.” Overall, Haebig stresses that students and teachers must find a balance in teaching and learning techniques and I completely agree. What is right for one student may not be right for another. 

This article relates to NETS number three “Research and Information Fluency.” Through the flip model, students “locate, organize, analyze, evaluate, synthesize, and ethically use information” from the lecture provided by teachers. Using the flip method, students must also evaluate and select important information from the lecture in order to participate in class homework assignments and quizzes. They possess independent studies to process and report results. I think this NETS standard is extremely important in the classroom. 

Haebig, C. (2012). Flipping the Classroom and Finding a Balance, 39 (4).

Blog Post # 3: Learning Connections: What? Wikipedia in History Class?

The article, “Learning Connections: What? Wikipedia in History Class?” discusses a teacher’s experience of using Wikipedia in his history class. He requires this for several reasons. It shows students the differences between “fact only writing and analytical writing” and it also familiarizes the kids with research methods. Most importantly, using Wikipedia in the classroom teaches the students about digital responsibility and shows them which work is acceptable to use and which is not. The teacher sets specific guidelines for his students including picking a topic, laying the groundwork (which includes contributing 500 words to the article), monitoring and improving the article (if anyone changes or adds to the article they must connect with the users to make sure the article is completely factual), researching the material (using different sources, etc.), writing and formatting the article (using the “How to Edit a Wikipedia Article” page), and finally publishing and participating. His ultimate goal in implementing the Wikipedia project is to portray the Internet, Wikipedia specifically, in a different and more positive light. Again, this project also helps students with their research techniques and learning how to use the Web more efficiently.

I thought this article was extremely eye opening. Usually Wikipedia has such a negative connotation, especially from teachers. Showing students how to use the site properly will only improve the site’s credibility and also shows students the correct use of sourcing Internet sites. I thought it was so intriguing that he says this is consistently one of the most successful projects he has his students do. To me, it makes sense that it is because it is so interactive yet teaches the kids responsibility and researching techniques for the Internet. He brings up a good point stating that, “it shows students the difference between fact-only writing and analytical writing, it introduces research methods, and it gives them more insight into the workings of Wikipedia, so they understand why they should or should not use it in various situations.” I also thought setting specific guidelines for his students was helpful so they didn’t get off course.

            This article clearly highlights NETS standard research and information fluency as well as digital citizenship. By allowing students to explore Wikipedia, one of the most controversial research sites on the Web, they are learning the practice of legal and ethical behavior along with how to plan strategies, locate, organize, analyze, evaluate, synthesize, and ethically use information from  a variety of sources and media (as stated in NETS number three). I think both of these NETS are extremely important for students to practice because it will carry with them for the rest of their lives.

Boggs, J. (2010). Learning Connections: What? Wikipedia in History Class? 38(4).

Quick Write: Critical Review of Online Sources

A few critical approaches to finding credible sources for papers and research are checking to see if the article has sources (from there check those sources), using trusted sites such as "Google Scholar," checking to see who funds the site, checking to see if the article is opinion based or research based, reading the "About Us" section of the Website, checking the domain, for example, .edu VS. .com (most of the time .edu sites are more credible than .com sites), and making sure to check the date the article or other source was published--the most accurate information is usually the most recent.

Blog Post #2 "Harness the Power of Technology"

The article, “Harness the Power of Technology,” introduces us to the concept that education is revolving more and more around technological advances for both teachers and students. The article touches on the fact that while most teachers want to advance with technology, the schools in which they work for aren’t ready for that and are still stuck in 20th century teaching methods. The author also touches on the issue that some teachers don’t find technology as an integral part of learning. They only look at technology as an “add on” to learning techniques. While some teachers see technology only as an “add on” there are plenty who recognize its important role as a teaching tool. Because of this, the U.S. Department of Education has proposed the establishment of the Advanced Research Projects Agency for Education (ARPA-ED) in order to encourage the investment into innovation of learning technologies. 

I believe that it should be a priority to put more technology into more classrooms. Technology is a very important tool for students to be well versed in for their future. Technology is used in everyday situations and students should also use it daily. One statement that stuck out to me the most was that some schools do not have access to the internet. The internet is such an integral part of my everyday life that I could not imagine not being able to use it in the classroom. Although, I believe technology is important a statement that stuck out the most to me was that “no matter what funding or supports exist for technology, the truth of the matter is that teachers are still the most essential part of the learning process” (Duncan, A. 2011). Technology is extremely important, but I believe a teacher is even more important. 

This article related to the ISTE NETS performance indicator number five, “Digital Citizenship.” This performance indicator highlights that students should understand a range of issues related to technology in which they practice legal and ethical behavior. In order for students to understand “human, cultural, and social issues related to technology and practice legal and ethical behavior” they must have access to technology in the classroom. It should be a priority to get new technology advances in the hands of children and students so they can “exhibit leadership for digital citizenship.”

Duncan, A. (2011). Feature. Harness the Power of Technology, 38(8).

Blog Post #1 "Managing and Maximizing a Class Set of iPads"

In the article, “Learning Connections: Managing and Maximizing a Class Set of iPads,” teachers discuss how educators must overcome daily challenges to integrate technology, specifically iPads, in the classroom for a positive impact. The journal entry specifically focuses on Flagstaff Unified School District (FUSD) who, in 2010, received 30 iPads and were challenged to use them in the classroom with students and then to report how the interaction went. The iPads were then distributed to fifth grade students in three different classrooms all of which were from different cultural, socioeconomic, and educational backgrounds. Overall, the teachers found that the students were very excited about assignments when using the iPad and were always on task. One child even stated that he didn’t want to be absent from school because he didn’t want to miss out on using the iPad. Teachers also noticed that their role as facilitators was becoming minimal because the iPad was able to answer most questions for the students. Because of the great response from students and teachers, FUSD decided to reward additional classes with iPads.

Learning about how excited elementary students got over incorporating technology was very intriguing to me as an up-and-coming teacher. It was intriguing because it shows that new techniques and new teaching methods do work and are effective. I was not surprised that more students stayed on task while using the iPads. For me, visual learning has always been intriguing and I think elementary aged students will remain intrigued if they are able to explore different concepts through different technology. One thing that did worry me about the article was that the teachers recognized that their role became minimal when the students were using technology. Although, I think it is important and necessary for students to learn from different techniques, I do find it scary that a teachers role could be revoked so much.

This article related to the ISTE NETS performance indicator number six, “Technology Operations and Concepts.” This performance indicator highlights that students should have a good understanding of how to use technology and its applications. By allowing elementary school students to use advanced technology, they are learning skills for the real-world. They were able to select and use applications effectively and productively. I think it is important to continue using technology such as iPads in classrooms so students can learn more technological skills. 

Conn, C. (2012). Learning connections. Managing and Maximizing a Class Set of iPads,  39(8).