EDCI5825 Rap up!

My view of technology has not really changed. I still think I am behind the 8 ball but I do see a light at the end of the tunnel. Although I have learned alot, I know I still  have much to learn. For me, doing something one time does not mean I will be able to use it again. Computer skills take me time to practice with. I often felt like the directions went so quickly that just as I caught up, there was already a new skill being explained. Unfortunately we were all at so many different skill levels so it made it tricky for some of us to keep up. I got better as the weeks went on but I will need major practice to be able to "speak Smartboard" which was the main piece of technology I need to know. 

Quality/Appropriateness:

I really would have liked to have spent much more time on Smartboard and much less time on Voki and Glogster. I think we spent far too much time of 2 pieces of technology which were not as important as Smartboard technology in the classroom. I think Wiki and other internet workshops were valuable.

I am more comfortable moving forward but still behind.

I heart GROUP 1!!

      Google Reader is a efficient way to stay on top of many different blogs. I can see this being useful when your students are all blogging, perhaps the old fashioned equivalent of journaling. As a busy teacher it might prove useful for grading in an expedient way.
       I can definitely see using blogging, wikis and as much technology in my classroom as possible. I also think my students will be a great resource when it comes to "continuing ed" in technology. My daughter at 14 seems to know more than I can possibly wrap my head around, it seems to be intuitive to her.
      As far as my colleagues blogs, we seem to all not only know ALOT more about technology we are also understanding its importance in our classroom environment both to keep us connected inside and outside of the classroom. After reading over many, it is interesting to remember that although we are very connected right now, our paths are all leading us into very different disciplines. I think the one I liked most was on Megan's blog-Scribd. Going paperless in my classroom sounds not only totally green but also much more organized and since I am not have an Apple attached to my hands it would be very easy. The only thing about going paperless is that we are assuming that all of our students have access to the internet in their home which I continue to think of as an exclusive piece of teaching that I need to be mindful of. I also noticed something that I hadn't synthesized until I read Nida's blog in that over 3 people talked about using Google Earth but all in different capacities and different ways. The possibilities are just endless.

EDCI5825 Classroom use

After looking through these websites the 2 that I would likely use in my classroom as a useful tool are the Real time voting site and poll daddy.
While in election season I am sure to bring focus to campaign and voting information so on the day or after the day it will be quite telling and informative for my students to be able to check on real time data(Regents of University of Michigan 2010). It provides excitement to the ever dramatic voting process. Being able to look at donations, previous election data and "hot house races" will only add to the mix.
The Poll daddy site will be an excellent tool when teaching how to collect data, research and test a theory with a sociological experiment. It also allows for me to use this for quizzes, poll questions and collecting general data.

Regents of University of Michigan. (2010) Research Guides. Michigan http://guides.lib.umich.edu/content.php?pid=55495&hs=w

Week 5 T2P

After learning about Erikson's ideas of emotional development, children who are given the opportunity to make their own decisions acquire confidence and life skills with these experiences. A child who is allowed to take healthy risks during their adolescence and is positively reinforced for their choices have a tendency to be intrinsically motivated and also to continue to follow their own decision making process even if they have an identity crisis along the way because they are developing emotionally, as well socially, and are able and willing to make their own choices.  By encouraging an adolescent who decides to try something new, like trying out for the soccer team when they've never kicked a ball in their life, will give them the opportunity to explore a new social setting where they will have to explore and navigate a new space allowing for them to develop new intimate relationships and networks.  If they enjoy soccer they will be intrinsically motivated to practice and do everything it takes to improve their soccer game whereas if an adolescent is forced to play soccer they might rebel because they are at an age where their brain is changing and pruning away old experiences to make room for new ones and in this  process there is more attention placed on their own decision making (eg risk-taking) than decisions made for them by people like their parents or teachers.

A GOOD TEACHER...

A good teacher is enthusiastic, caring, patient, witty, strict (without disciplining), tacitly teaches morals and decision making skills, cares a little beyond the norm, makes you feel special when you're feeling anything but that....a good teacher guides without dictating, listens when its time to, is organized without being OCD, helps just before it gets frustrating and understands when you're feeling misunderstood.


If a student struggles with the framework(syllabi, directions, assignment) of the class then they can feel excluded from the overall learning experience because there is lack of clarity of the directions and expectations for the student. This can come from a simple misunderstanding of directions to a language or technological barrier which all lead to the same result-exclusion from the big picture. It is the responsibility of the teacher to recognize when a student is off track whether through body language, a sense of disconnect or lack of motivation, it is paramount for these indicators to not be overlooked. Without taking the time to connect with this learner the risk of developing a "defensive pessimism" in your student. Goodman defines defensive pessimism as defense mechanism which is developed over time from negative feedback. While this could have developed in their home environment if it is not addressed in the classroom a pattern of defeatism and negativism can lead them down a broken education path. 

EDCI5825 Tech Tools for challenged individuals

     The world of technology has made a concerted effort to include all into their world and this would include individuals who are hearing and vision impaired, special needs or someone with a temporary injury like a broken hand.
     For someone who has a temporary issue, like a broken arm, their schoolwork can be greatly affected if accommodations are not made. It used to be the student would have to suffer and learn to write with their left hand but in today's advanced age there is technology to assist with this. I would recommend some sort of voice recognition software. Both Microsoft and Apple have such products and this would allow the student to dictate their homework into their computer where it can be stored or emailed to their teacher(2011a).
     Fortunately, the last couple years have really taken off for software for visually impaired individuals. Initially there were readers with audio functions but the menus did not have this making it impossible to navigate without help from a sighted person(of which I can still not confirm whether or not they do now have audible menus) but they do have text-to-speech reading functions(2011). There were complaints from the American Council for the Blind in regards to this lack of consideration with this oversight. I did find a site where you can download audible functions. Also as mentioned above there is the speech recognition software which would also serve useful for the visually impaired. This gives them much easier access to the internet than other software such as large print software which some impaired can utilize.
     As far as hearing impaired students in my class go I would have to be exceptionally sensitive to the types of audio I use, such as videos, but hopefully with my big voice and certain things like having a power point available for lessons would aid in their full understanding of the class. As far as technology it seems like there is still room for advancement.
     I was glad to find so much information on assistance for special needs children. Because I have no experience with or knowledge about the sensitivity towards this particular aspect of education. Speech generating devices(SGD) and a spectrum of Alternative and Augmentative Communication(AAC). One of the most basic examples of AAC, and widely used, is the picture board. It is a simple velcro system(low priced) that is useful for non-communicative students. I am not too sure how useful these are at high school level though and in a Social Studies classroom perhaps a map is the best example I can think of with this product. But there is also software technology for this concept  and, of course, the Smartboard which sound very similar. (2011 b)
    All and all there is a breadth of technological resources to aid many people who are challenged it is just being aware, and aiding in this awareness, of whats out there.


Wikibooks (2011) Assistive Technology in Education/ebook. Retrieved from
http://en.wikibooks.org/wiki/Assistive_Technology_in_Education/ebook
Wikibooks. (2011a). Assistive Technology in Education/Speech Recognition Software. Retrieved from http://en.wikibooks.org/wiki/Assistive_Technology_in_Education/Speech_Recognition_Software.

Wikibooks. (2011b). Assistive Technology in Educartion/Autism. Retrieved fromhttp://en.wikibooks.org/wiki/Assistive_Technology_in_Education/Autistic

WEEK 4 Learning how to "speak theory"

Morning shift...Take 1 
T2P
If a student experiences excessive cognitive dissonance(if statement) while participating in a learning activity then he/she might feel excluded from the class experience(then) because their views either aren't addressed, taken into consideration or made to feel valuable(because). When a discourse is exclusive, too developmentally advanced for a particular student, or doesn't value someone's beliefs and or opinions, it is the teacher's responsibility to address how this particular student learns in order to best meet their needs. If a teacher spends a little extra time, either in a group or individual setting,then the student may begin to feel "a part of" and therefore engage in their own learning. Jerrid Kruse(theorist) argues that students make meanings of new information through connections to their own frameworks therefore being able to draw connections between new information and the learner's own conceptions can aid them in not only feeling included in the classroom but also engage them in their learning process by.......? (event). When a student feels included they are more apt to add to the discourse as well as expand upon their conceptual framework(pedagogical term).
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Morning shift ...take 2....
T2P
If a teacher allows for students to collaborate and navigate new technology together then they are able to become autonomous learners who can motivate each other through the process of learning new concepts. 
       After watching Self-Determination Theory and Learning

View more presentations from GNA Garcia, University of Connecticut

">Vicki Davis aka Coolcat demonstrate how her classroom runs there was ample evidence that a great deal of collaboration engages the students to become self determined learners. B.F. Skinner believes that through both negative and positive enforcement students can be guided through their learning experience. Whether its the sign "No Whining" on the wall of this contagious positive atmosphere of the classroom environment, it is apparent this approach of learning is taking place. Skinner also believes in a teacher provides the scaffolding that fosters the learning environment in turn autonomy can happen. The students were leading lessons, collaborating and were engaged in their work therefore demonstrating a great deal of relatedness as well.
      Coolcat teaches from a truly student-centered place where students can teach her just as much as she teaches them. It reminded me of the hole in the wall experiment. That because of this experiment we now have concrete evidence that children can learn by themselves, they can teach one another, which is evidenced in this classroom scene as well. This classroom also examples that with scaffolding and an expert architect it can grow exponentially.

TAKE 3!
If a student struggles with the framework(syllabi, directions, assignment) of the class then they can feel left behind or shut out from the overall learning experience because there is lack of clarity of the expectations for the student. Students perform when they are prepared mentally and physically; a good breakfast and proper instruments/tools are essential for this to occur. But what happens when a student is   prepared mentally and physically but still struggle with the intricacies of the classroom experience? Perhaps new technology is introduced, new strategies for taking notes or directions to a project is given but all along this student is caught up on a nuance they can not get past. It becomes important for the student to be asking enough questions to get past this barrier. The first way would be to meet with the teacher or email your concerns, if thats not possible it might be helpful to ask other students. More often than not, there will be someone else with a similar concern. Once this happens a collaborative learning experience can happen. When there is a sense of relatedness a connection happens which ties students in an indescribable way. They are vested in supporting one another and helping one another to succeed. From one persons problems comes a collaborative solution increasing the groups members confidence and competence.
         Today was full of "glows and grows". What glows for me is what is also helping me to grow the most and I know will transfer in my classroom. Often students lose their voices, becoming disconnected, in their classrooms because they lack understanding or misunderstand directions in class. But by simply opening up they minds just long enough to ask for help(or by having a slight breakdown) students can allow for amazing things to happen. Maybe they connect with classmates they have never thought they had anything in common with, perhaps there is just one missing detail that makes everything click, maybe they just click with that one person that speaks their language. In any case, there is value in asking for help or simply pausing and admitting you simply do not understand. This is certainly part of the learning curve....of life!
        I would say after all this and applying what I learned today, in fact, I can speak theory a little bit better. I would say that Jean Nave best exemplified what I experienced in class today. The idea that someone that new more than me could pass along their information(as well as confirm their information with the group) to someone that doesn't know as much in a group setting clearly defines what happened in real time today. It happened quite organically and led to group discussion, mentoring and clarity for the learner. This was a definite grow day!!
      
Theorist spreadsheet