Hey guys, I'm Natalie Plunkett, and I'm a senior in the secondary education program. My concentration is social studies, and I hope to focus mainly on history when I start teaching.
~~ Reflection – 10/30/08
I have been exposed to some new and interesting things in this class over the last few weeks. Last week was the first time I had ever seen a Smartboard, and I am excited about the possibilities this piece of technology could open up in a classroom. I am learning to be more open to different types of technology, including devices like iPods and Smartboards. Two weeks ago we did an activity in class that incorporated web sites, YouTube, and an iPod. I had not realized teachers were even considering using iPods or going to YouTube in class.
I am starting to realize how different classrooms are going to be in the future than they were when I was in school. By the time I was a senior in high school I knew how to make a PowerPoint and had just discovered Wikipedia. I was comfortable with using the internet and could chat and keep an online journal. I could burn CDs and download music. I did not have an iPod (yet), but I had heard of them. I thought I was pretty high tech. In four years, what was once high tech is now old hat. There are new technologies that I have to learn about in order to keep up with my students and to keep up with classrooms across the country. I am looking forward to experimenting with these new things.
I. Technology Operations and Concepts - Teachers demonstrate a sound understanding of technology operations and concepts. Teachers: A. demonstrate introductory knowledge, skills, and understanding of concepts related to technology (as described in the ISTE National Educational Technology Standards for Students). B. demonstrate continual growth in technology knowledge and skills to stay abreast of current and emerging technologies
V. Productivity and Professional Practice- Teachers use technology to enhance their productivity and professional practice. Teachers: A. use technology resources to engage in ongoing professional development and lifelong learning.
This reflection ties to the above standards. I have been learning about how to use newer technologies in the classroom, and I have also decided to seek out new technologies and experiment with them in order to engage students and spur their interest and creativity. I already have a firm grasp on basic technological skills, and I am committed to increasing my technological knowledge. I am also committed to lifelong learning, and I will use technology to help me in that area as well.
~~
Reflection/Artifact: Software Evaluation II. Planning and Designing Learning Environments and Experiences – Teachers plan and design effective learning environments and experiences supported by technology. Teachers: C. identify and locate technology resources and evaluate them for accuracy and suitability
In class we were given a software evaluation form and told to look at a particular website to determine if it was useful or even genuine. We used the form and discovered that our groups website, found here, was a fake website with false information. This activity meets the standard because it involves evalutating technology resources for accuracy and suitability. As teachers, it is important that we do careful research on the websites we plan to use in class so that we can ensure that there is nothing false or harmful on them for the students to come across.
~~
Artifact: Online Textbook Contribution Title:Myths, Folktales, & Fairy Tales Contributor: Natalie Plunkett Subject Matter: social studies, literature, writing, reading comprehension Grade Level: 10-12 Description: In this lesson, students will research myths and fairy tales from different cultures using the Scholastic Myths, Folktales, and Fairy Tales website. Students will then make connections between the myths, culture, and history of different countries/civilizations. (Optional - students may write their own myths at the end of the project.) I think this is an excellent use of technology because the website allows students to research the myths and countries that interest them. After they have researched them, they discuss the similarities and differences between the various cultures’ myths. Computer Environment/ Resources: computers w/ Internet Explorer (preferably a computer lab with enough computers for every student or every two students); website for Myths, Folktales, and Fairy Tales internet project III. Teaching, Learning, and the Curriculum - Teachers implement curriculum plans that include methods and strategies for applying technology to maximize student learning. Teachers: C. apply technology to develop students' higher-order skills and creativity.
This lesson for the online textbook reflects the standard because it incorporates a fun internet web activity with social studies and language arts learning. The process of reading folktales from various cultures, comparing them to each other and to modern myths, and then creating a new myth or folktale following similar patterns is a great example of progressing to higher-order skills. This lesson also allows plenty of room for students to be creative and to become more comfortable with internet technology.
~~
Artifact: Pollution Solution Rubric IV. Assessment and Evaluation - Teachers apply technology to facilitate a variety of effective assessment and evaluation strategies. Teachers: A. apply technology in assessing student learning of subject matter using a variety of assessment techniques. C. apply multiple methods of evaluation to determine students' appropriate use of technology resources for learning, communication, and productivity.
The rubric relates to this standard because it is a useful tool for assessing student performance on the Pollution Solution project. I used the online rubric wizard to create a logical guide for assessing the project. The rubric also evaluates students' appropriate use of technology resources for learning, communication, and productivity; it measures whether students were able to delegate work within their groups and evaluates the culmination of their efforts - the final presentation.
V. Productivity and Professional Practice - Teachers use technology to enhance their productivity and professional practice. Teachers: C. apply technology to increase productivity.
This reflection ties to the above standards because the gradebook I made in class would help me be more productive. Learning how to use Excel to make the gradebook has shown me how useful Excel can be and how it can cut down on the time I spend with administrative tasks. In an age of standardized tests and increasing demands, it is important that teachers be able to make the most out of their time.
~~
Artifact: "Classroom Configuration 5" lesson plan adaptation from Online Week (see the Blackboard Discussion Board --> Equity and Access --> Classroom Configuration #5) VI. Social, Ethical, Legal, and Human Issues - Teachers understand the social, ethical, legal, and human issues surrounding the use of technology in PK-12 schools and apply those principles in practice. Teachers: E. facilitate equitable access to technology resources for all students.
During the Online Week, my group had to come up with an adaptation of a web activity for a classroom with five computers and one teacher computer. Only the teacher computer had internet access and a printer, so we had to figure out how to give every student equal access to the resources. We solved the problem by deciding on a system of stations which would alternate between computer use and library research materials. It is incredibly important that teachers give each student an equal shot at using technology in schools, and when there is a shortage of something like computers, we have to come up with ways to give every child access without sacrificing learning.
~~
Final Course Reflection
I have learned a lot of interesting new things this quarter. I learned about some newer, emerging technologies, and I became more comfortable using technology that I was already familiar with. I also learned about how teachers use technology in the classroom and about the difficulties some schools have concerning technology. I thought the Digital Divide video was very informative about the lack of computers and technology in some urban schools. Watching that video and reading some articles for class helped me take a look at my thoughts on tech in the classroom and whether I should change my opinion. I still do not feel it is necessary for computers to be present in every grade level, every day; but now I can see the other side’s argument, and I respect their opinions on computer use and the digital divide.
I think the activity that impacted me the most was the lesson plan presentation we did with our groups. It was neat to get to see other groups give their lessons; I feel I have already learned some exciting new ways to relate to students through technology. Most of all, my group’s presentation really helped give me confidence that I can be a good teacher and that I can keep students engaged with and without technology.
Most of the activities in this class have helped me in some way or another, and I feel much better about using computers and technology in the classroom. It was a valuable quarter for me, and I hope to continue keeping up with new technology throughout my teaching career.
~~
Reflection – 10/30/08
I have been exposed to some new and interesting things in this class over the last few weeks. Last week was the first time I had ever seen a Smartboard, and I am excited about the possibilities this piece of technology could open up in a classroom. I am learning to be more open to different types of technology, including devices like iPods and Smartboards. Two weeks ago we did an activity in class that incorporated web sites, YouTube, and an iPod. I had not realized teachers were even considering using iPods or going to YouTube in class.
I am starting to realize how different classrooms are going to be in the future than they were when I was in school. By the time I was a senior in high school I knew how to make a PowerPoint and had just discovered Wikipedia. I was comfortable with using the internet and could chat and keep an online journal. I could burn CDs and download music. I did not have an iPod (yet), but I had heard of them. I thought I was pretty high tech. In four years, what was once high tech is now old hat. There are new technologies that I have to learn about in order to keep up with my students and to keep up with classrooms across the country. I am looking forward to experimenting with these new things.
I. Technology Operations and Concepts - Teachers demonstrate a sound understanding of technology operations and concepts. Teachers:
A. demonstrate introductory knowledge, skills, and understanding of concepts related to technology (as described in the ISTE National Educational Technology Standards for Students).
B. demonstrate continual growth in technology knowledge and skills to stay abreast of current and emerging technologies
V. Productivity and Professional Practice - Teachers use technology to enhance their productivity and professional practice. Teachers:
A. use technology resources to engage in ongoing professional development and lifelong learning.
This reflection ties to the above standards. I have been learning about how to use newer technologies in the classroom, and I have also decided to seek out new technologies and experiment with them in order to engage students and spur their interest and creativity. I already have a firm grasp on basic technological skills, and I am committed to increasing my technological knowledge. I am also committed to lifelong learning, and I will use technology to help me in that area as well.
~~
Reflection/Artifact: Software Evaluation
II. Planning and Designing Learning Environments and Experiences – Teachers plan and design effective learning environments and experiences supported by technology. Teachers:
C. identify and locate technology resources and evaluate them for accuracy and suitability
In class we were given a software evaluation form and told to look at a particular website to determine if it was useful or even genuine. We used the form and discovered that our groups website, found here, was a fake website with false information. This activity meets the standard because it involves evalutating technology resources for accuracy and suitability. As teachers, it is important that we do careful research on the websites we plan to use in class so that we can ensure that there is nothing false or harmful on them for the students to come across.
~~
Artifact: Online Textbook Contribution
Title: Myths, Folktales, & Fairy Tales
Contributor: Natalie Plunkett
Subject Matter: social studies, literature, writing, reading comprehension
Grade Level: 10-12
Description: In this lesson, students will research myths and fairy tales from different cultures using the Scholastic Myths, Folktales, and Fairy Tales website. Students will then make connections between the myths, culture, and history of different countries/civilizations. (Optional - students may write their own myths at the end of the project.) I think this is an excellent use of technology because the website allows students to research the myths and countries that interest them. After they have researched them, they discuss the similarities and differences between the various cultures’ myths.
Computer Environment/ Resources: computers w/ Internet Explorer (preferably a computer lab with enough computers for every student or every two students); website for Myths, Folktales, and Fairy Tales internet project
III. Teaching, Learning, and the Curriculum - Teachers implement curriculum plans that include methods and strategies for applying technology to maximize student learning. Teachers:
C. apply technology to develop students' higher-order skills and creativity.
This lesson for the online textbook reflects the standard because it incorporates a fun internet web activity with social studies and language arts learning. The process of reading folktales from various cultures, comparing them to each other and to modern myths, and then creating a new myth or folktale following similar patterns is a great example of progressing to higher-order skills. This lesson also allows plenty of room for students to be creative and to become more comfortable with internet technology.
~~
Artifact: Pollution Solution Rubric
IV. Assessment and Evaluation - Teachers apply technology to facilitate a variety of effective assessment and evaluation strategies. Teachers:
A. apply technology in assessing student learning of subject matter using a variety of assessment techniques.
C. apply multiple methods of evaluation to determine students' appropriate use of technology resources for learning, communication, and productivity.
The rubric relates to this standard because it is a useful tool for assessing student performance on the Pollution Solution project. I used the online rubric wizard to create a logical guide for assessing the project. The rubric also evaluates students' appropriate use of technology resources for learning, communication, and productivity; it measures whether students were able to delegate work within their groups and evaluates the culmination of their efforts - the final presentation.
~~
Artifact:
V. Productivity and Professional Practice - Teachers use technology to enhance their productivity and professional practice. Teachers:
C. apply technology to increase productivity.
This reflection ties to the above standards because the gradebook I made in class would help me be more productive. Learning how to use Excel to make the gradebook has shown me how useful Excel can be and how it can cut down on the time I spend with administrative tasks. In an age of standardized tests and increasing demands, it is important that teachers be able to make the most out of their time.
~~
Artifact: "Classroom Configuration 5" lesson plan adaptation from Online Week (see the Blackboard Discussion Board --> Equity and Access --> Classroom Configuration #5)
VI. Social, Ethical, Legal, and Human Issues - Teachers understand the social, ethical, legal, and human issues surrounding the use of technology in PK-12 schools and apply those principles in practice. Teachers:
E. facilitate equitable access to technology resources for all students.
During the Online Week, my group had to come up with an adaptation of a web activity for a classroom with five computers and one teacher computer. Only the teacher computer had internet access and a printer, so we had to figure out how to give every student equal access to the resources. We solved the problem by deciding on a system of stations which would alternate between computer use and library research materials. It is incredibly important that teachers give each student an equal shot at using technology in schools, and when there is a shortage of something like computers, we have to come up with ways to give every child access without sacrificing learning.
~~
Final Course Reflection
I have learned a lot of interesting new things this quarter. I learned about some newer, emerging technologies, and I became more comfortable using technology that I was already familiar with. I also learned about how teachers use technology in the classroom and about the difficulties some schools have concerning technology. I thought the Digital Divide video was very informative about the lack of computers and technology in some urban schools. Watching that video and reading some articles for class helped me take a look at my thoughts on tech in the classroom and whether I should change my opinion. I still do not feel it is necessary for computers to be present in every grade level, every day; but now I can see the other side’s argument, and I respect their opinions on computer use and the digital divide.
I think the activity that impacted me the most was the lesson plan presentation we did with our groups. It was neat to get to see other groups give their lessons; I feel I have already learned some exciting new ways to relate to students through technology. Most of all, my group’s presentation really helped give me confidence that I can be a good teacher and that I can keep students engaged with and without technology.
Most of the activities in this class have helped me in some way or another, and I feel much better about using computers and technology in the classroom. It was a valuable quarter for me, and I hope to continue keeping up with new technology throughout my teaching career.