Digital Badge #H - Chapter 9

I enjoyed reading about PowerPoint and how it can be used in the classroom.  I agree that it does have its advantages and disadvantages.  It is an easy software to use, but making an interesting PowerPoint with transitions, animations, and graphics can be time consuming.  When used to supplement a lecture, PowerPoint is not the most interactive tool, but even still, it can make a lecture more interesting.  Adding a visual element to the lecture is great for students who like to see things rather than just hear them.  I liked the books suggestion of using PowerPoint slideshows to supply visuals that can then be used to promote discussion (Maloy, et al, 2014, p. 223).

While videos have been around and used in the classroom for a long time, they are still a great tool for teachers to use.  Thanks to the internet and sites like YouTube, finding the right video to complement what you are teaching has never been easier.  I have used Khan Academy math videos at home and in my classroom many times.  I do think videos work best when they are limited to 10 seconds or less.  This way students don’t zone out and you can discuss or analyze the video clip while it is still fresh in the students’ minds, making the video a more interactive experience.

Digital cameras can also be very useful in the classroom.  They are relatively inexpensive and so versatile.  Students can use them to make their own books or to enhance a PowerPoint.  I like the suggestion that was made in the book to use them regularly (Maloy, et al, 2014, p. 234).  Rather than only pulling them out for special events, use them every day, that way students get lots of practice and become proficient at using them.

Chapter 9 was one of my favorite chapters.  It was interesting to learn about several different ways to use multimedia technology in the classroom.  I really like how the authors included strategies for use in the classroom at the end of each section.

References

Maloy, R., O'Loughlin, R., Edwards, S., & Woolf, B. (2014). Transforming learning with new    technologies. 2nd Edition. Boston, MA: Pearson Education Inc. 


Roberson, C. (2015, March 9). Creativity. Created with Prezi. http://prezi.com/ppfodwbhlnbk/?utm_campaign=share&utm_medium=copy&rc=ex0share

Digital Badge #G – Chapter 10

I found the section on multicultural education interesting.  I absolutely agree that students will learn more when the material they are learning is relevant (Maloy, et al., 2014, p. 246). To make material relevant it should relate to real-world type settings; however, what is real-world for one student may not be real-world for a diverse student.  This is one reason why teachers should try to make their lesson plans as diverse and multicultural as possible.  Technology makes this easier than ever by allowing students to go on virtual field trips all over the world or to translate languages to communicate with foreign students (Maloy, et al, 2014, p. 247).

            Translation software, such as Google Translate, is also a big help for linguistically diverse students (Maloy, et al, 2014, p. 247).  This can also benefit the teacher and help improve communication with parents.  I like the idea of teachers using this new technology to translate newsletters so that non-English speaking parents can be involved in their child’s education.  This would be a definite plus in Arcadia where I work due to the large Hispanic population.

            Finally, I really enjoyed the section on the writing process.  Writing is such an important skill to learn.  I especially liked the part about the writer not being alone and how an audience is essential.  This must be catching on and becoming more mainstream, because I have noticed that this feedback portion of the process is being used in my children’s classes.  After they complete their rough draft, they bring it in to be reviewed by two other students.  They can then make changes to the final copy based on the feedback they receive.  I think this is important because it takes some of the pressure off the student to know they will get some guidance before they have to turn in their paper.  Some students could already get this kind of help at home from a parent, but many students don’t have that kind of support.  Besides, sometimes it is better to hear advice form a peer rather than parent anyway.

              Technology can make it easier for the teacher to help each student maximize their education. From adding more diversity to lesson plans to making accommodations for students with disabilities, technology seems to have an answer for almost everything.


References
Maloy, R., O'Loughlin, R., Edwards, S., & Woolf, B. (2014). Transforming learning with new    technologies. 2nd Edition. Boston, MA: Pearson Education Inc. 

Digital Badge #F - Chapter 8

I think sharing information with families is important.  These days most teachers have a website automatically set up for them on the school website.  In my experience, however, many teachers don’t use it or use it very sparingly.  This is a shame because it is such a great way to include parents in what is happening in the classroom.  Most teachers say they want parents to be involved and supportive of their child’s education, but teachers need to make sure they communicate effectively with parents in order for this to happen.  I can’t tell you how many times I’ve gone to a teacher’s website to look up my son’s homework, only to find nothing or outdated information.  I know teachers are strapped for time, but how long can it really take to type, “Page 135, #1-15”?  Just that little bit of information would be so helpful.  If they actually took the time to post class notes and website links, I personally, would be ecstatic (Maloy, et al, 2014, p. 189).

            I found the section on texting interesting (Maloy, et al, 2014, p. 194).  I enjoy texting. I hate it when people leave me voicemails.  I would much rather they hang up and send me a text asking me to call them back.  I’ll probably see their text before I would listen to voicemail anyway.  I’m not a fan of overusing texting, though.  Sometimes it is still best to just pick up the phone and call.  Like the book mentions, I have had concerns about what all this texting is going to do to the grammar skills of today’s students.  I was encouraged to find out that it can actually help develop phonological awareness.

             I really liked the section on blogging (Maloy, et al, 2014, p. 198).  I like the idea of having students make their own blogs to encourage writing.  That seems like something that would appeal to today’s digital learners.  I also like the idea of having students read different blogs to get different viewpoints on a subject.  What a great way to expose students to more diversity.  Lastly, I really liked the idea of a teacher/class blog.  If any of my kids’ teachers had a blog for any of their classes, I know that I would check it on a regular basis.

            Social media is extremely popular with students these days.  This chapter had some great ideas on how to bring social medial in to the classroom.  It’s like the old saying, “If you can’t beat ‘em, join ‘em!”

Resources

Maloy, R., O'Loughlin, R., Edwards, S., & Woolf, B. (2014). Transforming learning with new    technologies. 2nd Edition. Boston, MA: Pearson Education Inc. 

Roberson, C. (2015, February 17). Connecting With Students Through Social Media. Created with Canva. https://www.canva.com/design/DABI6K4PxO0/8NxixIW5VtCseW48p0YkKw/edit

Digital Badge #E Chapter 7

Reading about the lower-order and higher-order thinking skills made me think of my daughter in elementary school (Maloy, et al, 2014, p. 163).  She was diagnosed with dyslexia in second grade, and each week trying to do spelling words was a nightmare.  Naturally, I was worried about how she would do as the work got harder.  I see now that memorizing spelling words is a lower-order thinking skill. Even now, as a high school senior, she is still a weak speller.  Luckily for her, she is an amazing problem solver.  When she was re-tested for a disability last year, she scored at the genius level on the puzzle solving portion of the test (and yes, she is still dyslexic).  Her counselor at school said many students with disabilities like hers have an easier time in college than their non-disabled peers because they are used to having to find different solutions and ways to solve problems due to their disabilities.  Her higher-order thinking skills have definitely made up for her weaknesses in some of the lower-order thinking skills.  Those weaknesses may have even made her higher-order thinking skills stronger.

I found it interesting to read about Kid Pix and the variety of ways it can be used in the classroom (Maloy, et al, 2014, p. 166).  I remember it from my children’s elementary school, and I know it was always really popular with the students.  I loved all the different ways it can be used with math for both younger and older students.  You don’t really think of art software being used for math, but it totally can be.

            I also thought it was interesting to learn about the visual-thinking and concept-mapping software.  I can see how it could be helpful to get started on something, especially for today’s digital learners.  When I am starting to do any type of writing, including these blogs, I have to have a pen and paper.  I write everything down on paper before I start typing it on the computer.  Most of my changes are made on the paper, but some editing is also done as I go through the material while typing.  I can’t imagine using digital writing, where you write directly onto the computer (Maloy, et al, 2014, p. 165).  For many of today’s learners, it is probably very natural since they have always done things that way.  I know my daughter thinks it is a waste of time for me to write it down and then type it up.  Just goes to show how different students today are from past generations.

            I really enjoyed learning about the selection and evaluation of software and apps.  It was also mind-opening to discover the surprising ways that common programs such as Kid Pix and Google Earth can be used in the classroom.

Resources

Maloy, R., O'Loughlin, R., Edwards, S., & Woolf, B. (2014). Transforming learning with new    technologies. 2nd Edition. Boston, MA: Pearson Education Inc. 

Roberson, C. (2015, February 9). Ways to use Kid Pix. Created with Gliffy. http://www.gliffy.com/go/publish/7182071

Digital Badge #D - Chapter 5

First, I liked the “Voices from the Classroom” section of Chapter 5 that talked about the high school teacher and two students who found conflicting information on different websites (Maloy, et al, p. 101).  This is a perfect example of why information literacy is important and how critical thinking is used with technology.  Some say that using the internet makes students dumber because all they have to do is point and click to find information.  This is not true.  Once that information is found, there is the need to analyze it to determine if it is relevant and reliable, among other things.  This is an important critical thinking skill.  Students can’t use this skill until they’ve been taught it, however.  I think all students should have to do a project where they evaluate a website in 9^th grade English since they will be using the web for research throughout their high school years.

Photo credit to melenita2012 on Flickr 

I also found the section on e-Readers and e-books interesting (Maloy, et al, p. 102-03).  I have been a longtime fan of e-Readers, purchasing my first Sony Reader many years ago.  Unlike many parents, I don’t think that reading electronic books will have a negative impact on my children.  I believe that having children read books is definitely a positive thing, whether electronic or paper.  There are even some advantages to using e-Readers. If a child doesn’t recognize a word in a paper book, chances are they will not take the time to get a dictionary or get on the computer and look the word up.  If this happens on an e-Reader, all they have to do is double click on the word and they will be given the definition.  I love that.  I also like that students have access to textbooks online.  One thing that I don’t want see, however, is textbooks become strictly electronic.  Call me old-fashioned, but for some reason I prefer a paper version of a textbook.

The section on web browsers was really eye-opening (Maloy, et al, p. 108-09).  I knew that the top search results from Google were the most popular.  I had no idea, however, that Google altered your search results based on previous searches.  I thought that everyone who typed in a certain keyword would get the same results.  I agree with the book that this limits exposure to differing viewpoints (Maloy, et al, p. 109).  From now on, when I do a serious search, I will use more than one type of web browser to be sure I get a range of viewpoints on that particular subject.

Overall, I really enjoyed Chapter 5.  Information literacy is such an important skill to have.  Anyone who thinks that looking up information online is brainless needs to learn about information literacy.  I also enjoyed learning about the different web browsers and the main ways to search the web, super useful information at any age.

Here's a link to test your knowledge on Chapter 5: https://play.kahoot.it/#/k/28f3a9f2-3a42-4372-92d8-cd4ab9cfd0d1

Resources

Maloy, R., O'Loughlin, R., Edwards, S., & Woolf, B. (2014). Transforming learning with new technologies. 2nd Edition. Boston, MA: Pearson Education Inc.