Effective Technology Integration
I created a Weebly.com account to create an online lesson for students. The following are the Indiana State Standards that this web page will address.
Science 4.3.13: Observe and describe the things that give off heat, such as people, animals, and the sun.
English Language Arts 4.2.4: Evaluate new information and hypotheses (statements of theories or assumptions) by testing them against known information and ideas.
TPACK - It is essential that teachers create lessons that motivate students to learn what is expected. A lecture full of information is not an effective teaching strategy. However, still many teachers continue to cover material in this manner. Creating engaging lessons allow students to develop life-long skills of becoming an independent learners. This will bring about a lasting effect of focused learning standards. Including the usage of technology such as the the applications included in this lesson, student will gain skills preparing them for the global technology application.
Utilizing Weebly.com I created a lesson that gives students parameters and the freedom to explore and learn. Three tasks are assigned to the class. Within these tasks students are directed to create either a Word or Excel document. They are also guided to conduct research directly aligned with state standards. Some websites for reference are given to begin their process. Video is also provided on the site to create a motivational piece to intrigue their interest. This assignment will follow-up with another form of grading. Students are directed to seek items that give off heat. They are also to hypothesize how these things create heat. Through research they are to gain an understanding of how heat is created. Through the Student Response System students will answer by seeing an image from projection onto a large screen. Using SRS (clickers) they will identify the source of the energy. Using SRS students will receive immediate feedback on their personal remote (clicker) stating if their response was “correct” or “incorrect”. Utilizing this form of assessment will allow me as the teacher to immediately intervene for remediation and clarification.
Click the following link to see my Weebly creation.
http://dehartl.weebly.com/
Thursday, June 16, 2011
Wednesday, June 15, 2011
Module Five: Presentations/Prezi & Animoto
No more Power powerpoint presentations. Prezi is the presentation choice for me! I found learning Prezi easy and user-friendly. I believe since I only utilized the free application I was limited to tools that are offered. This is definitely an application that students would love to learn. It also make planning a presentation much easier to practice. All parts of the presentation when planning are on one page. Also, with powerpoint presentations I have seen so many who do not use it as a tool to enhance their presentation. Many presentations consist of way too much information on a page leaving the presenter to end up just reading and not relying on their verbal information. With Prezi one is more likely to limit words for guiding while presenting.
My presentation was actually developed to address two Indiana State Standards.
4.2.5 Compare and contrast information on the same topic after reading several passages or articles.
4.1.18 Research and describe the contributions of important Indiana artists and writers to the state’s cultural landscape. (Individuals, Society and Culture)
Animoto is a great resource for teachers, students, and administrators. I would like to create a project from this application for all technology components in my classroom. This would be a great way to present to the district. Wow! My opportunities are endless with the technology applications I am learning in this class. Also, this was the first time I was able to embed within my blog. I have been working on the projects in this class with a dinosaur computer. Then it crashed. Since working with Windows 7 after purchasing a new laptop, I have been able to complete tasks which I never have with the 2003 desktop.
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My presentation was actually developed to address two Indiana State Standards.
4.2.5 Compare and contrast information on the same topic after reading several passages or articles.
4.1.18 Research and describe the contributions of important Indiana artists and writers to the state’s cultural landscape. (Individuals, Society and Culture)
Animoto is a great resource for teachers, students, and administrators. I would like to create a project from this application for all technology components in my classroom. This would be a great way to present to the district. Wow! My opportunities are endless with the technology applications I am learning in this class. Also, this was the first time I was able to embed within my blog. I have been working on the projects in this class with a dinosaur computer. Then it crashed. Since working with Windows 7 after purchasing a new laptop, I have been able to complete tasks which I never have with the 2003 desktop.
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Monday, June 13, 2011
Module Four: Communication/RSS
Creating RSS feeds allow me to stay updated on information and topics that I explore daily. My subscriptions will keep me updated on topics of interest from world affairs to local news topics.
Feel free to view my Google Reader connection in the sidebar or click the following link.
http://www.google.com/reader/view/#stream/user%2F18224641116970759448%2Fstate%2Fcom.google%2Fself
Feel free to view my Google Reader connection in the sidebar or click the following link.
http://www.google.com/reader/view/#stream/user%2F18224641116970759448%2Fstate%2Fcom.google%2Fself
Module Four: Communication/Diigo
I found Diigo very useful. Many times I would research a topic at home finding wonderful resources on the web and send them via email to myself. Each time I seek to revisit the website I have to search for the document on my email taking much time. Diggo allows me to access my site from any computer. I also created four "lists". Once figuring this task out I began imagining how easy it will be to locate exactly what I need in seconds in the classroom. This is a great way to group student practice site for remediation programs as well. I plan to continue expanding my resources by creating more links. All my efforts of finding some great stuff can now be easily found and shared with my colleagues.
Visit my Diigo by clicking the connection on the left of this blog or click the following link.
http://www.diigo.com/user/dehartl
Visit my Diigo by clicking the connection on the left of this blog or click the following link.
http://www.diigo.com/user/dehartl
Sunday, June 12, 2011
Module Three: Voice Thread
SRS and the Pink Dolphin
Voice Thread will give my students a motivation to read text and other informational pieces concerning the topic in order to master the specified Indiana State Standards. The inclusion of the Student Response System presentation from Voice Thread also will inspire them to focus on answering questions from their readings and research. Voice Thread will provide an overview of what they are about to explore. If I were able to include more images I would also present the standards expected to learn. Also items of inclusion would be a slide explaining importance of sequence when telling a story. My 4th grade students would not only love to see presentations and tutorials that are teacher-made in Voice Thread, but would definitely love creating their own. What a great way for them to summarize a book they have read or Internet found information!
Grade 4
English Language Arts
Structural Features of Informational and Technical Materials
4.2.1 Use the organization of informational text to strengthen comprehension.
4.2.8 Identify informational texts written in narrative form (sometimes with undeveloped characters and minimal dialogue) using sequence or chronology.
To view Voice Thread see link on sidebar SRS and the Pink Dolphin or go to:
http://voicethread.com/?#u1859448.b2108257.i11251257
Voice Thread will give my students a motivation to read text and other informational pieces concerning the topic in order to master the specified Indiana State Standards. The inclusion of the Student Response System presentation from Voice Thread also will inspire them to focus on answering questions from their readings and research. Voice Thread will provide an overview of what they are about to explore. If I were able to include more images I would also present the standards expected to learn. Also items of inclusion would be a slide explaining importance of sequence when telling a story. My 4th grade students would not only love to see presentations and tutorials that are teacher-made in Voice Thread, but would definitely love creating their own. What a great way for them to summarize a book they have read or Internet found information!
Grade 4
English Language Arts
Structural Features of Informational and Technical Materials
4.2.1 Use the organization of informational text to strengthen comprehension.
4.2.8 Identify informational texts written in narrative form (sometimes with undeveloped characters and minimal dialogue) using sequence or chronology.
To view Voice Thread see link on sidebar SRS and the Pink Dolphin or go to:
http://voicethread.com/?#u1859448.b2108257.i11251257
Friday, June 10, 2011
Module Three - Multimedia Presentations/Animation
Holes by Sachar
Each year my students absolutely love reading the book Holes by Sachar. The novel addresses many issues from bullying to social issues of cultures. My student population consists of many cultural backgrounds. The characters from Holes include a low-socio-economic white class child becoming friends with a black child who is separated from his mother leading to the boys ending up in the justice system. Racism is also portrayed with respect to crossing the racial boundaries of relationships. Many of my students are mixed in ethnicity. They often ridicule each other on the depth of color and the whiteness vs. brownness in their skin tone. The neighborhoods in which my students live hold many prejudices between ethnicities with gang inclusions and family disputes with neighbors. This book builds the foundation of uniting together no matter what the ethnicity. Holes displays acts of turmoil, building of friendships and the narrowing of racism. The novel hooks students on reading due the suspense and characters individual uniqueness. Students identify with many of the personalities and attributes of individual characters giving them the sense of sympathy and compassion for their situations.
Indiana State Standards:
4.2.6 Distinguish between cause and effect and between fact and opinion in informational text.
Students focus on actions taken by characters in the novel Holes. Using a spreadsheet application they create two columns one labeled “causes” and the other labeled “effects”. They begin by inputting events that occurred in the story. Once events are identified, they discuss and write causes for the events. It is often surprising for students to understand that many causes may lead to an event or series of events. By mastering this skill students are able to apply this understanding in a personal practice. Next, they create a chart of events that have happen in their daily lives. They identify the effects as the events and list the causes that could have applied or lead to the effect. This connection allows for real world learning and is applied throughout academic content year long.
4.1.7 Explain the roles of various individuals, groups and movements in the social conflicts leading to the Civil War. (Individuals, Society and Culture)
Sachar utilizes flashbacks to bring understanding of events in the story. Within scenes in the book another story is told from the 19th century. This depiction demonstrates the social understanding and racism of Caucasians with African Americans. My lessons addressing standard 4.1.7 with connection to the book allow students to reflect and attempt to understand the differences which occurred during this time period.
Watch my video on GoAnimate. Link is added in the left column under GoAnimate or you may use the link below.
http://goanimate.com/movie/0ylZjbV2dve4/0/email
Each year my students absolutely love reading the book Holes by Sachar. The novel addresses many issues from bullying to social issues of cultures. My student population consists of many cultural backgrounds. The characters from Holes include a low-socio-economic white class child becoming friends with a black child who is separated from his mother leading to the boys ending up in the justice system. Racism is also portrayed with respect to crossing the racial boundaries of relationships. Many of my students are mixed in ethnicity. They often ridicule each other on the depth of color and the whiteness vs. brownness in their skin tone. The neighborhoods in which my students live hold many prejudices between ethnicities with gang inclusions and family disputes with neighbors. This book builds the foundation of uniting together no matter what the ethnicity. Holes displays acts of turmoil, building of friendships and the narrowing of racism. The novel hooks students on reading due the suspense and characters individual uniqueness. Students identify with many of the personalities and attributes of individual characters giving them the sense of sympathy and compassion for their situations.
Indiana State Standards:
4.2.6 Distinguish between cause and effect and between fact and opinion in informational text.
Students focus on actions taken by characters in the novel Holes. Using a spreadsheet application they create two columns one labeled “causes” and the other labeled “effects”. They begin by inputting events that occurred in the story. Once events are identified, they discuss and write causes for the events. It is often surprising for students to understand that many causes may lead to an event or series of events. By mastering this skill students are able to apply this understanding in a personal practice. Next, they create a chart of events that have happen in their daily lives. They identify the effects as the events and list the causes that could have applied or lead to the effect. This connection allows for real world learning and is applied throughout academic content year long.
4.1.7 Explain the roles of various individuals, groups and movements in the social conflicts leading to the Civil War. (Individuals, Society and Culture)
Sachar utilizes flashbacks to bring understanding of events in the story. Within scenes in the book another story is told from the 19th century. This depiction demonstrates the social understanding and racism of Caucasians with African Americans. My lessons addressing standard 4.1.7 with connection to the book allow students to reflect and attempt to understand the differences which occurred during this time period.
Watch my video on GoAnimate. Link is added in the left column under GoAnimate or you may use the link below.
http://goanimate.com/movie/0ylZjbV2dve4/0/email
Thursday, June 9, 2011
Digital Citizenship
Issue: Cyberbulling
I chose the topic of cyberbulling due to many issues with students that have overflowed in the classroom from those who have Internet access at home. Too many times this school year especially, I have had to deal with aggressive students who come to school ready to fight and develop confrontations with others. Some of these issues stem from written attacks or gossip posted on social networking cites and text messages. Even for those whom do not have access to these types of digital technologies the statements are verbally spread in phones or neighborhood contacts.
Element: Digital Access
I believe it is necessary that all my students have digital access in the school learning environment. I would like to create a blog where students can comment about concerns as well as their learning in the classroom. This blog would be designed so only members of the classroom have access to read and comment. I believe there is a way to program this into Blogger.com through settings. I plan to explore the possibility. In order to give applicable access to this plan, I would schedule for the usage of the school’s laptops to be housed in my room multiple times through the week. This would entail creating a schedule for the COWs (Computer on Wheels) and allowing time to retrieve them from the home location. When giving students access to this type of media in the classroom, I would emphasis the importance and awareness of their comments with respect to others who will be reading them. The inclusion of the term "cyperbulling" would be fully researched, explained and discussed. This format of communicating through a blog would give practice and repetition how to write and comment in a constructive manner.
Element: Digital Commerce
When students conduct searches on the Internet they often receive pop-ups that state they have “WON!” They become so excited. I have intervened to explain that this winning statement is entirely not true. Our school system does block most sites that would allow students to purchase. However, many students catch on so quickly to avenues around the blocked sites. There have been students that have connected to an unsecured wi-fi connection from the neighborhood. My plans would be to incorporate a lesson that deals with what could happen if personal information such as bank numbers, credit card information, etc. were inputted onto an unsecured site. This lesson would include examples and personal devastations of those who have lost a vast amount of money leading to inability to provide for their families and survive daily. We would discuss in detail the effects it would have on their personal lives as well.
Element: Digital Communication
While reading a book about strange animals this summer with a group of students many question rose wanting more detailed information. I quickly pulled out my cell phone and showed students how to conduct a google search. Students were surprised that in seconds my phone could tell them such interesting information about the specific animal being questioned. This lesson then strayed away from animals to asking about other features on my phone. Some features shown and discussed were applications like GPS, games, weather, etc. The lesson which started as a quick search for information quickly gave students tools that they could use in their daily lives. The discussion ended with the concept that nothing is free. Data time is expensive and many applications on the cell phone are not free. I plan to incorporate this type of lesson in my classroom using my cell phone, document camera and projection. Through this integration the concept of texting would be presented focusing on the results of statements written to an intended person could result into them sharing to others. When this happens cyberbulling has again been practiced.
Element: Digital Literacy
Communicating properly and respectfully through digital technology is a skill that must be addressed and developed. I don’t believe students realize that when they send messages in most cases they can be tracked. Once a statement is sent, then it is accessible in written documentation. Students need to think twice before making a statement about another person. They need to be aware of the consequences that particular statements can have on others. By creating a classroom blog I would be able as the teacher to guide students in appropriateness for writing. Connecting the blog lesson to the same type of writing as many do in text messaging when they are not in the classroom, would give them the awareness of written comments.
Element: Etiquette
In order for students to understand that intent in written language can be misinterpreted, I would write a comment on the board or project such as, “You’re bad!” Students would discuss what I meant by the statement. Using expression I would read the statement in several examples. Students would discuss the oral interpretation. This connection of understandings would be linked to the cyberbulling issue with respect to interpretation. Students would write other ways of making this statement in appropriate language. I would also include appropriate texting lingo that assists in making a statement positive. Lingo such as LOL, smiley face, etc. can assist in showing a statement in a friendly way.
Element: Law
Students must be aware of the legal issues of using and abusing digital technology. Bullying others through this method can have devastating effects on the other person, but can have even more serious effects on the user themselves. They need to know the legal devastation that they could encounter if they would partake in cyberbulling. Another issue I would include would be issues that directly effect them with copyright materials. Students often come to me with DVDs that have been copied illegally. They are quite aware that what was copied was wrong for they straight tell me. Music CDs are often confiscated as well. These CDs are usually on an unlabeled CD. I would like to include a lesson on copyright laws explaining to students why they are written.
Element: Rights and Responsibilities
When developing the lesson on classroom blogging I would like to include lessons for students to complete. These lessons would be Internet based. With this inclusion students will need to learn when gathering information they must cite where they retrieved it. In this process I would also focus upon the need to do their own work. Since classmates will be reading their reports, it would be necessary to explain plagiarism.
Element: Health and Wellness
Many students have already fallen in the path of technology with application of games. I would include a lesson of “Do’s and Don’t” for working on a computer. Back pain and eye strain would definitely be addressed. Also, I would include the importance of physical exercise and play for their bodies to develop and grow properly.
Element: Security
Within this lesson of creating a blog using appropriate language and content, security of passwords would be emphasized. Logging out of a site before ever getting up to go to another location would be highly stressed. We would discuss what could happen if another person took their identity on the developed blog.
Video Digital Citizenship in Schools by Dr. Mike Ribble, Ed.D.
http://www.youtube.com/watch?v=O_8dKP3bzUQ
Nine Elements: Digital Citizenship – An Overview by Dr. Mike Ribble, Ed.D.
http://www.slideshare.net/te.priscila/digital-citizenship-5136529
Kids Health
http://kidshealth.org/parent/positive/talk/cyberbullying.html
I chose the topic of cyberbulling due to many issues with students that have overflowed in the classroom from those who have Internet access at home. Too many times this school year especially, I have had to deal with aggressive students who come to school ready to fight and develop confrontations with others. Some of these issues stem from written attacks or gossip posted on social networking cites and text messages. Even for those whom do not have access to these types of digital technologies the statements are verbally spread in phones or neighborhood contacts.
Element: Digital Access
I believe it is necessary that all my students have digital access in the school learning environment. I would like to create a blog where students can comment about concerns as well as their learning in the classroom. This blog would be designed so only members of the classroom have access to read and comment. I believe there is a way to program this into Blogger.com through settings. I plan to explore the possibility. In order to give applicable access to this plan, I would schedule for the usage of the school’s laptops to be housed in my room multiple times through the week. This would entail creating a schedule for the COWs (Computer on Wheels) and allowing time to retrieve them from the home location. When giving students access to this type of media in the classroom, I would emphasis the importance and awareness of their comments with respect to others who will be reading them. The inclusion of the term "cyperbulling" would be fully researched, explained and discussed. This format of communicating through a blog would give practice and repetition how to write and comment in a constructive manner.
Element: Digital Commerce
When students conduct searches on the Internet they often receive pop-ups that state they have “WON!” They become so excited. I have intervened to explain that this winning statement is entirely not true. Our school system does block most sites that would allow students to purchase. However, many students catch on so quickly to avenues around the blocked sites. There have been students that have connected to an unsecured wi-fi connection from the neighborhood. My plans would be to incorporate a lesson that deals with what could happen if personal information such as bank numbers, credit card information, etc. were inputted onto an unsecured site. This lesson would include examples and personal devastations of those who have lost a vast amount of money leading to inability to provide for their families and survive daily. We would discuss in detail the effects it would have on their personal lives as well.
Element: Digital Communication
While reading a book about strange animals this summer with a group of students many question rose wanting more detailed information. I quickly pulled out my cell phone and showed students how to conduct a google search. Students were surprised that in seconds my phone could tell them such interesting information about the specific animal being questioned. This lesson then strayed away from animals to asking about other features on my phone. Some features shown and discussed were applications like GPS, games, weather, etc. The lesson which started as a quick search for information quickly gave students tools that they could use in their daily lives. The discussion ended with the concept that nothing is free. Data time is expensive and many applications on the cell phone are not free. I plan to incorporate this type of lesson in my classroom using my cell phone, document camera and projection. Through this integration the concept of texting would be presented focusing on the results of statements written to an intended person could result into them sharing to others. When this happens cyberbulling has again been practiced.
Element: Digital Literacy
Communicating properly and respectfully through digital technology is a skill that must be addressed and developed. I don’t believe students realize that when they send messages in most cases they can be tracked. Once a statement is sent, then it is accessible in written documentation. Students need to think twice before making a statement about another person. They need to be aware of the consequences that particular statements can have on others. By creating a classroom blog I would be able as the teacher to guide students in appropriateness for writing. Connecting the blog lesson to the same type of writing as many do in text messaging when they are not in the classroom, would give them the awareness of written comments.
Element: Etiquette
In order for students to understand that intent in written language can be misinterpreted, I would write a comment on the board or project such as, “You’re bad!” Students would discuss what I meant by the statement. Using expression I would read the statement in several examples. Students would discuss the oral interpretation. This connection of understandings would be linked to the cyberbulling issue with respect to interpretation. Students would write other ways of making this statement in appropriate language. I would also include appropriate texting lingo that assists in making a statement positive. Lingo such as LOL, smiley face, etc. can assist in showing a statement in a friendly way.
Element: Law
Students must be aware of the legal issues of using and abusing digital technology. Bullying others through this method can have devastating effects on the other person, but can have even more serious effects on the user themselves. They need to know the legal devastation that they could encounter if they would partake in cyberbulling. Another issue I would include would be issues that directly effect them with copyright materials. Students often come to me with DVDs that have been copied illegally. They are quite aware that what was copied was wrong for they straight tell me. Music CDs are often confiscated as well. These CDs are usually on an unlabeled CD. I would like to include a lesson on copyright laws explaining to students why they are written.
Element: Rights and Responsibilities
When developing the lesson on classroom blogging I would like to include lessons for students to complete. These lessons would be Internet based. With this inclusion students will need to learn when gathering information they must cite where they retrieved it. In this process I would also focus upon the need to do their own work. Since classmates will be reading their reports, it would be necessary to explain plagiarism.
Element: Health and Wellness
Many students have already fallen in the path of technology with application of games. I would include a lesson of “Do’s and Don’t” for working on a computer. Back pain and eye strain would definitely be addressed. Also, I would include the importance of physical exercise and play for their bodies to develop and grow properly.
Element: Security
Within this lesson of creating a blog using appropriate language and content, security of passwords would be emphasized. Logging out of a site before ever getting up to go to another location would be highly stressed. We would discuss what could happen if another person took their identity on the developed blog.
Video Digital Citizenship in Schools by Dr. Mike Ribble, Ed.D.
http://www.youtube.com/watch?v=O_8dKP3bzUQ
Nine Elements: Digital Citizenship – An Overview by Dr. Mike Ribble, Ed.D.
http://www.slideshare.net/te.priscila/digital-citizenship-5136529
Kids Health
http://kidshealth.org/parent/positive/talk/cyberbullying.html
Wednesday, June 8, 2011
Plagiarism Tutorial
Confirmation Certificate
Please read the information below carefully. You can submit this confirmation certificate to your academic department or program area, if they require you to do so. To print this page out, please use the "print" command of your browser while you are on this page. Once it is printed, you can sign it and turn it in to the appropriate office.
I have studied the pages of the "How to Avoid Plagiarism" tutorial site. After doing so, I have taken the quiz available on the site. I am confident that I know what plagiarism is and how to avoid it, and that I know the policies on plagiarism at Indiana University. If I had questions after finishing the tutorial, this document confirms that I have sought help from my academic advisor and I do now understand what plagiarism is and how to avoid it.
I understand that there will be no acceptable excuse for plagiarism if it is discovered in my work.
________________________________________
The test was passed on: Wednesday, 08th of June 2011, 05:48:03 PM
Unique Time Stamp: 1307569683.0817
________________________________________
Please read the information below carefully. You can submit this confirmation certificate to your academic department or program area, if they require you to do so. To print this page out, please use the "print" command of your browser while you are on this page. Once it is printed, you can sign it and turn it in to the appropriate office.
I have studied the pages of the "How to Avoid Plagiarism" tutorial site. After doing so, I have taken the quiz available on the site. I am confident that I know what plagiarism is and how to avoid it, and that I know the policies on plagiarism at Indiana University. If I had questions after finishing the tutorial, this document confirms that I have sought help from my academic advisor and I do now understand what plagiarism is and how to avoid it.
I understand that there will be no acceptable excuse for plagiarism if it is discovered in my work.
________________________________________
The test was passed on: Wednesday, 08th of June 2011, 05:48:03 PM
Unique Time Stamp: 1307569683.0817
________________________________________
Module 2: Copyright, Fair Use, Digital Citizenship Copyright and Fairuse/Quiz and Analysis
I will have to admit that my understanding of “fairuse” was not proficient according to my test results. My overall score was 57%. Question #4 dealt with showing a portion of a movie to a class for a specific learning objective. After viewing my answer was incorrect, I reflected upon several university classes that have also employed this practice to enhance their course presentations. Question #12 states that schools may use a check-out system for tutorials providing that the program is erased after usage from a student’s home computer. I truly don’t believe that would ever happen. If the student didn’t erase the program as agreed, would the school be liable or the parents of the student? I’m assuming that the school also sent an agreement contract to the parents prior to allowing the students to take it home. Question #16 allows a teacher to copy a program onto another computer for analyzing student work. I now understand why this is permissible. However, I remain confused how student work is transposed onto the teacher’s computer. Not knowing the program and its capabilities leads to my misunderstandings of this process. As recorded below, I missed several questions. I have learned a great deal with this question/answer format.
1. F
2. T
3. F
4. F X
5. F X
6. F
7. F
8. T
9. T
10. F X
11. T X
12. F X
13. F
14. F
15. F
16. F X
17. T
18. F
19. F
20. T X
1. F
2. T
3. F
4. F X
5. F X
6. F
7. F
8. T
9. T
10. F X
11. T X
12. F X
13. F
14. F
15. F
16. F X
17. T
18. F
19. F
20. T X
Tuesday, June 7, 2011
Voice Augmentation System
Wanted to share . . .
Introduction:
Students finally have a voice! I can’t count how many times I have asked a student to respond to a question, and I just can’t hear them. No longer do I have to ask them several times to repeat themselves leaving only myself to hear the response. The voice augmentation system allows all to hear what they have to say. This system allows teachers and students to speak in normal tones while everyone pays attention. Amazingly, students are attentive throughout the day learning from not only the teacher, but their peers as well. This system made a great difference in my classroom, and it has done the same for training staff during meetings. Collaboration of learning is enhanced through individuals listening, responding, challenging and adding to others’ thoughts through the clarity of the voice. Not only is the teacher’s voice drawing attention, but students’ voices have given perception to the learning progress and enriched classroom discussions.
Research:
District teaching improvement programs and research support the voice augmentation system from providing appropriate feedback to engaging students to higher-order thinking.
A great teacher doesn’t monopolize lessons through constant speaking, but engages them through challenges of discovering their voice and thoughts. Parker Palmer in The Courage to Teach expresses the need for students to share. He states, “Behind students’ fearful silence, they want to discover their voices, speak their voices, and have their voices heard.” TESA, Teacher Expectations & Student Achievement, also focuses upon the importance of listening to students’ responses. The TESA program encourages teachers and students to listen to others’ viewpoints. The author of TESA found that low achieving students spend considerably more time listening than being heard. The voice augmentation system allows all students to speak and be heard. `
Reflection of Usage:
I began using the microphone system Oct. 20, 2010. It was installed on Oct. 19, 2010. On Oct. 20th, I had approximately 45 students due to another teacher’s illness. I decided to combine her students with my own in order to assure that all students received intentional, standard-based, data-driven instructional learning lessons in spite of their teacher’s absence. What was extremely amazing was that all students stayed focused during instructional periods. When I spoke to students in a soft yet firm instructional manner all were attentive even with the number of students for this day. I had no discipline problems throughout all lessons. Amazing! I was not loud at any time. Students responded more quickly when given direction and complied with transition quickly and effectively. They were completely attentive! I am not a teacher that lectures for long periods of time, but promotes student engagement. With this system I was able to speak and facilitate student shared responses as they spoke into their microphone. At first, I thought that the passing of the microphone may be a problem with so many students. It was not. They took control to hand the mic to whoever was called upon. One student interrupted and asked if he could add a comment to a previous student’s response. The number of students wanting to respond and share increased dramatically by the show of hands. Students were not shy, but felt comfortable in sharing and speaking as they developed their understanding of cause and effect (Indiana State Standard 4.3.2) responses from the novel and theatrical performance viewing (Indianapolis Repertory Theatre) of Holes by Sachar. From my observation students seemed powerful through their voice and wanted to be heard. Students’ articulation of words and sentence structure was surprising to me. I had no idea they were so fluent in expressing their understanding of the lesson concepts and viewpoints of their understanding of the novel. These concepts were even backed up with evidence in a clear and thorough, thoughtful explanation. I gained a whole new respect to listening to students’ verbal understanding of the objective and application of the presented standard. Another aspect that surprised me was student eye contact with the speaker. Students were actively listening to one another as they shared their understandings of the concept giving examples and personal opinions of the content. This has been a struggle not only this year, but for many years of teaching. I believe students were actively learning from one another for the first time this school year.
The Principal, students and teachers in the building have commented how the system makes a distinctive difference in instruction. Team meetings are often held in my classroom due to the effectiveness of technology I am so fortunate to house. The Principal of the school, Mrs. Buntin, was amazed how the microphone system helped keep her teachers focused. She states, “When I had the opportunity to use it during a staff meeting, there was a noticeable difference in how the teachers and staff responded to the information that was being presented. Even though the meeting was held in a regular size classroom, the difference in the sound from the microphone and overhead speakers helped clear any other distractions.” Other teachers in the building also spend time in my classroom to assist students’ learning needs. Mrs. Jacobs commented, “I think the system is valuable for many reasons. It gives students the opportunity to have a little “think” time as they pass the microphone, which is keeping with Best Practices/TESA. The system obviously makes it much easier to hear each other in these old buildings, especially when so many of our students/staff experience cold, sinus issues, etc. It gives the students a self-esteem boost because everyone is attentive, and it also makes us all feel like rock stars.” I completely agree. I never have to raise my voice. I speak softly while wearing my neck microphone and students pay attention. One student said, “It helps me hear better.” Another states, “You can just use your regular voice and everyone can hear. To me it feels like I have everybody’s attention. I can also hear other students when they talk in it. I usually can’t hear what they say.”
Conclusion:
The voice augmentation system in my classroom is a necessity. I never need to raise my voice to get the attention of the class. Students respond immediately when the direct instruction portion of my lesson begins. They listen attentively to others as they speak. I have utilized this system with two speakers as well as four. I found that two speakers were enough. These speakers are installed centrally in the ceiling panels of the classroom. When four speakers were installed I had to tune the system down. Students never commented with recognizing a difference when the additional speakers were installed.
Students sharing, commenting and challenging one another’s opinions is the ultimate goal a teacher can only hope to accomplish in a school year. I have been utilizing this system for less than two months, and the results of classroom interaction are amazing. Inner-city children have the need to gain strength over others. Most often they find that power physically. Redirecting students from the physical responses to voicing their concerns brings upon collaboration and understandings of one another. Many times some students are often overlooked for they are quiet and avoid attention. The most silent students are now feeling strong and important through their words.
References:
Miller, Anita, Dr., and Marilyn Black. Teacher Expectations & Student Achievement: A Staff Development Program for All Educators. California: Downey, 2002.
Palmer, P. J. (1998). The Courage to Teach. California, San Francisco.
Introduction:
Students finally have a voice! I can’t count how many times I have asked a student to respond to a question, and I just can’t hear them. No longer do I have to ask them several times to repeat themselves leaving only myself to hear the response. The voice augmentation system allows all to hear what they have to say. This system allows teachers and students to speak in normal tones while everyone pays attention. Amazingly, students are attentive throughout the day learning from not only the teacher, but their peers as well. This system made a great difference in my classroom, and it has done the same for training staff during meetings. Collaboration of learning is enhanced through individuals listening, responding, challenging and adding to others’ thoughts through the clarity of the voice. Not only is the teacher’s voice drawing attention, but students’ voices have given perception to the learning progress and enriched classroom discussions.
Research:
District teaching improvement programs and research support the voice augmentation system from providing appropriate feedback to engaging students to higher-order thinking.
A great teacher doesn’t monopolize lessons through constant speaking, but engages them through challenges of discovering their voice and thoughts. Parker Palmer in The Courage to Teach expresses the need for students to share. He states, “Behind students’ fearful silence, they want to discover their voices, speak their voices, and have their voices heard.” TESA, Teacher Expectations & Student Achievement, also focuses upon the importance of listening to students’ responses. The TESA program encourages teachers and students to listen to others’ viewpoints. The author of TESA found that low achieving students spend considerably more time listening than being heard. The voice augmentation system allows all students to speak and be heard. `
Reflection of Usage:
I began using the microphone system Oct. 20, 2010. It was installed on Oct. 19, 2010. On Oct. 20th, I had approximately 45 students due to another teacher’s illness. I decided to combine her students with my own in order to assure that all students received intentional, standard-based, data-driven instructional learning lessons in spite of their teacher’s absence. What was extremely amazing was that all students stayed focused during instructional periods. When I spoke to students in a soft yet firm instructional manner all were attentive even with the number of students for this day. I had no discipline problems throughout all lessons. Amazing! I was not loud at any time. Students responded more quickly when given direction and complied with transition quickly and effectively. They were completely attentive! I am not a teacher that lectures for long periods of time, but promotes student engagement. With this system I was able to speak and facilitate student shared responses as they spoke into their microphone. At first, I thought that the passing of the microphone may be a problem with so many students. It was not. They took control to hand the mic to whoever was called upon. One student interrupted and asked if he could add a comment to a previous student’s response. The number of students wanting to respond and share increased dramatically by the show of hands. Students were not shy, but felt comfortable in sharing and speaking as they developed their understanding of cause and effect (Indiana State Standard 4.3.2) responses from the novel and theatrical performance viewing (Indianapolis Repertory Theatre) of Holes by Sachar. From my observation students seemed powerful through their voice and wanted to be heard. Students’ articulation of words and sentence structure was surprising to me. I had no idea they were so fluent in expressing their understanding of the lesson concepts and viewpoints of their understanding of the novel. These concepts were even backed up with evidence in a clear and thorough, thoughtful explanation. I gained a whole new respect to listening to students’ verbal understanding of the objective and application of the presented standard. Another aspect that surprised me was student eye contact with the speaker. Students were actively listening to one another as they shared their understandings of the concept giving examples and personal opinions of the content. This has been a struggle not only this year, but for many years of teaching. I believe students were actively learning from one another for the first time this school year.
The Principal, students and teachers in the building have commented how the system makes a distinctive difference in instruction. Team meetings are often held in my classroom due to the effectiveness of technology I am so fortunate to house. The Principal of the school, Mrs. Buntin, was amazed how the microphone system helped keep her teachers focused. She states, “When I had the opportunity to use it during a staff meeting, there was a noticeable difference in how the teachers and staff responded to the information that was being presented. Even though the meeting was held in a regular size classroom, the difference in the sound from the microphone and overhead speakers helped clear any other distractions.” Other teachers in the building also spend time in my classroom to assist students’ learning needs. Mrs. Jacobs commented, “I think the system is valuable for many reasons. It gives students the opportunity to have a little “think” time as they pass the microphone, which is keeping with Best Practices/TESA. The system obviously makes it much easier to hear each other in these old buildings, especially when so many of our students/staff experience cold, sinus issues, etc. It gives the students a self-esteem boost because everyone is attentive, and it also makes us all feel like rock stars.” I completely agree. I never have to raise my voice. I speak softly while wearing my neck microphone and students pay attention. One student said, “It helps me hear better.” Another states, “You can just use your regular voice and everyone can hear. To me it feels like I have everybody’s attention. I can also hear other students when they talk in it. I usually can’t hear what they say.”
Conclusion:
The voice augmentation system in my classroom is a necessity. I never need to raise my voice to get the attention of the class. Students respond immediately when the direct instruction portion of my lesson begins. They listen attentively to others as they speak. I have utilized this system with two speakers as well as four. I found that two speakers were enough. These speakers are installed centrally in the ceiling panels of the classroom. When four speakers were installed I had to tune the system down. Students never commented with recognizing a difference when the additional speakers were installed.
Students sharing, commenting and challenging one another’s opinions is the ultimate goal a teacher can only hope to accomplish in a school year. I have been utilizing this system for less than two months, and the results of classroom interaction are amazing. Inner-city children have the need to gain strength over others. Most often they find that power physically. Redirecting students from the physical responses to voicing their concerns brings upon collaboration and understandings of one another. Many times some students are often overlooked for they are quiet and avoid attention. The most silent students are now feeling strong and important through their words.
References:
Miller, Anita, Dr., and Marilyn Black. Teacher Expectations & Student Achievement: A Staff Development Program for All Educators. California: Downey, 2002.
Palmer, P. J. (1998). The Courage to Teach. California, San Francisco.
Module One: Overview and TPACK
Wow! Loved the video and audio with Dr. Koehler and R. Mishra. I can actually reproduce this type of presentation in my instructional practices in my classroom. I house a voice augmentation as well as the components to mimic this type of presentation. I believe this development was done through PowerPoint with texting implemented. The combination of texting will be a challenge for me for I do not have that application. I do see how the Student Response System is aligned with their discussion on immediate feedback to the student as well as overall class responses. I completely agree that creativeness and design is all done through the educator. These individuals have a great overview of the connections of a digital society.
The video Learning Landscape: Kids Monitor and Terrain and Tech definitely provided experiences that created a positive and engaging learning environment. From this video I witnessed PCK being applied through the understanding of science concepts. Students knew what they wanted to accomplish, but due to human error were unable to accomplish until TCK and TPK was applied. They were able to combine their scientific learning with combination of their mastery of utilizing technology components to gain information. What’s most amazing is that they are linked to the most updated communication and updates via Internet links.
Now, I ponder applying these practices to my classroom. I will skip over my thoughts of being limited with technology in the classroom and students coming from below poverty level homes. From the information and observations of these videos I feel I need more time to create a vision of application. My first thoughts include some applications I’m already doing or have visited in the past. We are limited to the building premise. Therefore, applying the usage of google maps to take students visually to a location are in my thoughts. I struggle with providing hands-on experiences outside of the classroom that truly expand their learning. With that in mind, I rely on projection of creating visual learning through online videos, student research and student collaboration.
The video Learning Landscape: Kids Monitor and Terrain and Tech definitely provided experiences that created a positive and engaging learning environment. From this video I witnessed PCK being applied through the understanding of science concepts. Students knew what they wanted to accomplish, but due to human error were unable to accomplish until TCK and TPK was applied. They were able to combine their scientific learning with combination of their mastery of utilizing technology components to gain information. What’s most amazing is that they are linked to the most updated communication and updates via Internet links.
Now, I ponder applying these practices to my classroom. I will skip over my thoughts of being limited with technology in the classroom and students coming from below poverty level homes. From the information and observations of these videos I feel I need more time to create a vision of application. My first thoughts include some applications I’m already doing or have visited in the past. We are limited to the building premise. Therefore, applying the usage of google maps to take students visually to a location are in my thoughts. I struggle with providing hands-on experiences outside of the classroom that truly expand their learning. With that in mind, I rely on projection of creating visual learning through online videos, student research and student collaboration.
Module One: Overview and TPACK/Standards and You Project
Indiana State Standards for Grade 4
4.4.7 Use multiple reference materials and online information (the Internet) as aids to writing.
4.5.3 Write or deliver a research report that has been developed using a systematic research process (defines the topic, gathers information, determines credibility, reports findings) and that:
• includes information from a variety of sources (books, technology, multimedia) and documents sources (titles and authors).
• demonstrates that information that has been gathered has been summarized.
• organizes information by categorizing it into multiple categories (such as solid, liquid, and gas or reduce, reuse, and recycle) or includes information gained through observation.
4.5.6 Write for different purposes (information, persuasion, description) and to a specific audience or person.
ISTE Standards for Students
2. Communication and Collaboration
Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students:
• interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media.
• communicate information and ideas effectively to multiple audiences using a variety of media and formats.
• develop cultural understanding and global awareness by engaging with learners of other cultures.
• contribute to project teams to produce original works or solve problems.
3. Research and Information Fluency
Students apply digital tools to gather, evaluate, and use information. Students:
• plan strategies to guide inquiry.
• locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
• evaluate and select information sources and digital tools based on the appropriateness to specific tasks.
• process data and report results.
6. Technology Operations and Concepts
Students demonstrate a sound understanding of technology concepts, systems, and operations. Students:
• understand and use technology systems.
• select and use applications effectively and productively.
• troubleshoot systems and applications.
• transfer current knowledge to learning of new technologies.
Example of Lesson
Indiana State Standard 4.5.3 is fully implemented in my classroom lessons frequently. Content area learning are intertwined and enhanced with technology-based learning. This allows for coverage of material. For example, students may be learning about erosion in science while developing specific reading skills through the application of technology resources. Students learn early in the school year how to utilize a variety of resources to become independent learners. Textbooks, reference materials, Internet sites, Time for Kids and volunteers from the community are some of the resources that students seek to obtain information concerning their topic of interest when compiling informational reports and presentations. Engaging learners in the act of reading and searching for information of topics of interests create a motivational environment for learning. Prior to gathering information for their specific topics much time goes into the planning aspect prior to active research. Students learn and become fluent in ISTE Standard #6. Once all research has been explored, students utilize a variety of technology components to present to difference audiences. Students’ presentations include the usage of projection, AirSlate, video camera tapings, Internet references via projection, Voice Augmentation system, PowerPoints and displays.
My Viewpoints
After reviewing the readings for this module I was pleased to see the emphasis on promoting the mastery of technology for students and teachers according to ISTE. I am aware the goals presented in the documents have been established for quite some time. I am only concerned why my district continues to move at such a slow pace in the training of teachers and purchasing of components. Serving as the pilot teacher for testing technology components for purchase for the district, I have been fortunate to obtain many components that will allow my students to prepare for the workforce in a global society.
I found watching YouTube video of ISTE CEO, Don Knezek, interesting. I learned that the national teaching and learning standards for technology were compiled through a national consensus of what educators felt were necessary components and applications for the school environment. The decisions for these standards were written to address the rapid change in our societies. ISTE published standards in 2007. This is 2011,and my students are not near the expectations of fluently meeting the demands of the digital world.
After reading eSchool News addressing TPACK, the concept of integrating content area learning through appropriate technology implementation showed common sense for educators facilitating learning in my opinion. Learning about the TPACK module is a first for me; however, I feel my instructional practices are aligned with the module.
My Recommendation to the District
As serving as the pilot of the district I recommended the following components to be placed in each classroom in 2010. Many of these items have been purchased for classrooms throughout the district. Several have also been rejected for purchase.
All Classrooms:
• Projection
• Air Slate
• Document Camera
• Large Screen
• Voice Augmentation System
• Laptops/Notebooks* (set of 15 or more)
Each Department/Grade Level:
• Clicker System** (32 clicker set)
*Old dictionaries, current textbooks and ancient encyclopedias are not allowing students to become independent learners. Students need access to information. Let’s engage them and bring about real learners!
**Our school system needs to commit to one assessment company. We need to unite as a partnership to meet the needs of all stakeholders for the purpose of bringing inner-city students to the achievement level of competing in the global economy. This partnership must be technology-based. The district needs to stop the “old school” copying of benchmark tests to track student understanding and utilize a paperless method such as the clicker system. With the expertise of a committed business partnership focused on educational needs, and our experience of best practices, education and student achievement can thrive!
4.4.7 Use multiple reference materials and online information (the Internet) as aids to writing.
4.5.3 Write or deliver a research report that has been developed using a systematic research process (defines the topic, gathers information, determines credibility, reports findings) and that:
• includes information from a variety of sources (books, technology, multimedia) and documents sources (titles and authors).
• demonstrates that information that has been gathered has been summarized.
• organizes information by categorizing it into multiple categories (such as solid, liquid, and gas or reduce, reuse, and recycle) or includes information gained through observation.
4.5.6 Write for different purposes (information, persuasion, description) and to a specific audience or person.
ISTE Standards for Students
2. Communication and Collaboration
Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students:
• interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media.
• communicate information and ideas effectively to multiple audiences using a variety of media and formats.
• develop cultural understanding and global awareness by engaging with learners of other cultures.
• contribute to project teams to produce original works or solve problems.
3. Research and Information Fluency
Students apply digital tools to gather, evaluate, and use information. Students:
• plan strategies to guide inquiry.
• locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
• evaluate and select information sources and digital tools based on the appropriateness to specific tasks.
• process data and report results.
6. Technology Operations and Concepts
Students demonstrate a sound understanding of technology concepts, systems, and operations. Students:
• understand and use technology systems.
• select and use applications effectively and productively.
• troubleshoot systems and applications.
• transfer current knowledge to learning of new technologies.
Example of Lesson
Indiana State Standard 4.5.3 is fully implemented in my classroom lessons frequently. Content area learning are intertwined and enhanced with technology-based learning. This allows for coverage of material. For example, students may be learning about erosion in science while developing specific reading skills through the application of technology resources. Students learn early in the school year how to utilize a variety of resources to become independent learners. Textbooks, reference materials, Internet sites, Time for Kids and volunteers from the community are some of the resources that students seek to obtain information concerning their topic of interest when compiling informational reports and presentations. Engaging learners in the act of reading and searching for information of topics of interests create a motivational environment for learning. Prior to gathering information for their specific topics much time goes into the planning aspect prior to active research. Students learn and become fluent in ISTE Standard #6. Once all research has been explored, students utilize a variety of technology components to present to difference audiences. Students’ presentations include the usage of projection, AirSlate, video camera tapings, Internet references via projection, Voice Augmentation system, PowerPoints and displays.
My Viewpoints
After reviewing the readings for this module I was pleased to see the emphasis on promoting the mastery of technology for students and teachers according to ISTE. I am aware the goals presented in the documents have been established for quite some time. I am only concerned why my district continues to move at such a slow pace in the training of teachers and purchasing of components. Serving as the pilot teacher for testing technology components for purchase for the district, I have been fortunate to obtain many components that will allow my students to prepare for the workforce in a global society.
I found watching YouTube video of ISTE CEO, Don Knezek, interesting. I learned that the national teaching and learning standards for technology were compiled through a national consensus of what educators felt were necessary components and applications for the school environment. The decisions for these standards were written to address the rapid change in our societies. ISTE published standards in 2007. This is 2011,and my students are not near the expectations of fluently meeting the demands of the digital world.
After reading eSchool News addressing TPACK, the concept of integrating content area learning through appropriate technology implementation showed common sense for educators facilitating learning in my opinion. Learning about the TPACK module is a first for me; however, I feel my instructional practices are aligned with the module.
My Recommendation to the District
As serving as the pilot of the district I recommended the following components to be placed in each classroom in 2010. Many of these items have been purchased for classrooms throughout the district. Several have also been rejected for purchase.
All Classrooms:
• Projection
• Air Slate
• Document Camera
• Large Screen
• Voice Augmentation System
• Laptops/Notebooks* (set of 15 or more)
Each Department/Grade Level:
• Clicker System** (32 clicker set)
*Old dictionaries, current textbooks and ancient encyclopedias are not allowing students to become independent learners. Students need access to information. Let’s engage them and bring about real learners!
**Our school system needs to commit to one assessment company. We need to unite as a partnership to meet the needs of all stakeholders for the purpose of bringing inner-city students to the achievement level of competing in the global economy. This partnership must be technology-based. The district needs to stop the “old school” copying of benchmark tests to track student understanding and utilize a paperless method such as the clicker system. With the expertise of a committed business partnership focused on educational needs, and our experience of best practices, education and student achievement can thrive!
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