Standard #5 March 4, 2009

Standard #5 is concerned with the teacher’s role as a lifelong learner, specifically when it comes to technology. Also, teachers should be proactive about educating themselves about the latest and greatest technological breakthroughs. Teachers should voluntarily seek new and innovative ways to weave technology into their lessons. If a teacher learned how to use a digital camera to cover a unit on animals, that teacher should not be content to still be doing the same lessons in the same manner five years later. Teachers need to be constantly building upon their knowledge of technology. When it comes to technology in the classroom, teachers need to be “go getters.”
Where do I fall in standard 5? I am actually asking myself that question as I write this, because there is a continental divide between where I ideally would be and where I am limited to being due to technology. That was a little “rambly” and confusing, so let me explain. Alright, as you – and perhaps everyone south of the Mason-Dixon line – know technology is a touchy subject for me this year. It has severely raised my level of frustration and whittled away hours and days of my life. If I was uninhibited by the actual technology and its performance, then I would be very satisfied with my use of technology. I am definitely excited about learning new and improved ways of doing things with technology to grab the class’s interest and educate. It is just disappointing to spend a few hours on an awesome Smartboard lesson, only to have it not work when you need it to. I am being honest here, but it is coming across as whining, so I think I will move on….
Thanks to this class, I feel like I have really learned a lot of great ways to put technology in the classroom. I am really psyched about making more webquests. I really enjoyed creating mine and I got a ton of great ideas for future webquests that I’d like to make, too. In closing, I definitely recognize the value and benefits of utilizing technology in the classroom. But, I also believe firmly that there is nothing wrong with teaching “old-school” style. Ideally, I believe there needs to be a marriage of the two. If you use both methods fairly equally, you are not set up for disappointment when the piece technology equipment you were counting on isn’t up to par.

#4. Promote and Model Digital Citizenship and Responsibility February 17, 2009

Standard #4 emphasizes teachers’ responsibility to model the appropriate ways in which to implement technology in the classroom- in order to maximize the technology’s effectiveness and to steer clear of any lawsuits. In other words, it is the duty of the teacher to ensure that students are exposed to correct technology practices and also to instruct them on how to paraphrase and essentially “give credit where credit is due.” Standard #4 also includes the job of teaching the students the “digital do’s and digital do not’s.” In other words, this standard addresses the appropriate, (and inappropriate ways), in which to handle, interact and work with digital tools in order to be considerate and productive, at the same time. Standard 4 promotes instructional strategies that hold the student at their center. Keeping the student at the core of all instruction promises a curriculum with a personal-fit, which is ideal. Lastly, there is a call for cross-culture-colleagues to mesh ideas digitally in order to demonstrate gloabl-awareness. Also, studenst are supposed to be given opportunities to share their ideas and thoughts with those of students from other cultures, as they learn about technology and/or via digital tools.
““If I were giving myself a progress report, based solely on the 4th standard, I would say I pass indicators “a” and “c” with flying colors. However, I defintely continue to strengthen my implementation of indicators “b” and “d.” Let me explain. Where indicator “a” is concerned, I feel adequate, because I am very big on ensuring that the students write everything in their own words. This is no small feat! Some of them really struggle with, “Why can’t I just write it the way they have it- word for word?” So, on a daily basis I continue to instruct them on how to use information from a book, without abusing it. Later this year, we will learn how to “give credit,” a.k.a. cite sources. But, for now I am endlessly modeling dozens of ways to cleverly borrow words and data from another source- without ebing a pirate!
Concerning indicator “c” I am also very pleased with my students’ knowledge of technological etiquette. It may seem hard to believe, since I am having such a hard time managing my own work and time, but I actually have a very well-managed classroom. I am big on teaching the kids the apporpriate way to act in all aspects of life, including how to consideratley use technology. I address-clearly- my expectations and the directions for each assignment beforehand and instrcut students on how to troubleshoot if they hit a problem. This helps everythng go much more smoothly. zTo be specific, the students know that they should remove their headphones while a teacher is addressing the class, or them personally. In addition, the students know the parameters of privacy within the lab, (a.k.a. Do not peer over someone’s shoulder while they are working.) Proper care of the computers, printers and digital cameras has been detailed and the stduenst are held to it. This ensures student safety, optimal productivity levels and longer lifespans for the equipment.
My shortcomings…. I continue to try different approaches to the glorified student-centered approahces of learning that also include technology. We have four computers in our classroom adn I struggle to maximize their worth in a way that does not cause kids to miss important instruction and at the same time prevents the same students from constantly getting computer time. I honestly have been working on developing a “system” to attack this issue. I have been more successful with indicator “d” on a colleague-to-colleague level than on a student-to-student level. I am however, continuing to overcome this hurdle. I am not choosing to not meet this indicator. But rather, I am letting the obstacles of indicator “b” hinder my succesful implementation of it. I hope I have completed this reflection correctly. If nothing else, I definitely now know the ins-and-outs of standard #4 and what is required of me, in order to master it.

#2. Develop Digital-Age Learning Experiences and Assessments February 3, 2009

Belby, Katie

Reflection #2

My interpretation of standard #2, goes as follows:

This standard concentrates on the creating and implementing of technology in the classroom.   Also, this standard addresses the teacher’s responsibility to create instructional devices that are student-friendly and are used by students effectively.  

My fulfillment of this standard is partial, and I will specify why I say that.  I definitely create my tests, quizzes, study guides and handouts using Microsoft Word, Microsoft Excel, Smartboard, PowerPoint, etc.   I frequently use my digital camera to capture moments in time while my kids are working on projects, then I display the pictures with little captions and such.  So, I feel as though I meet the portion of the standard that addresses teacher construction of technology-based assessments and such.  However, as I mentioned before in my previous reflection, I definitely would like to be able to have my kids interact with technology more effectively and more often.  The obvious hindrances are money, accessibility and time management to ensure optimal productivity.   Although I am definitely low on funds, I am still going to have to say that time management and the actual organization of the way I implement the technology are my two greatest hurdles.  But, I am trying.  So, wish me luck!!

#3. Model Digital-Age Work and Learning February 3, 2009

Standard #3. Model Digital-Age Work and Learning
             The third standard concerns an instructor’s ability, frequency and willingness to weave technology into the curriculum. The standard also specifies the need for teachers to be open-minded and able to adapt newer “up-and-coming” advances in technology into their classroom. Lastly, the teacher is expected to educate his/her students on new, relevant forms of technology and instruct on their use. If I were asked whether or not I fulfill the requirements of this standard, I would definitely say, “Yes, I do.” In a minute, I will elaborate more on which forms of technology I use in my classroom and how I actually go about doing so. But, first I am going to jump tracks for a second…..

         Alright, well it is almost ironic that I am reflecting on my use of digital technology in the classroom, considering my combatable relationship with such devices. Don’t get me wrong! I love technology and I know my way around the Smartboard, internet, PowerPoint, Word and Excel, etc. … a.k.a. the standard technology of today. See, the problem isn’t how I feel about technology, but rather how technology feels about me. I hate to have to be the person who is always giving the “my computer is out of commission” excuse, but so far this year, I have had no choice. I legitimately can not -and do not- rely on my computer or Smartboard EVER. (On the upside, this thinking makes for no disappointments. Instead, each time one of the two actually does work it is like a pleasant surprise – a “bonus” to my day.) I probably sound very carefree and whimsical about the whole situation, but that’s just because it is too exhausting to get worked up over.

          You may be wondering what my computer’s specific problems are; then again you may not be, but I am about to spill them anyway. Alright, here goes. My computer has been re-imaged twice this year already and they want to re-image it a third time, as soon as possible. How kind of them, right? Well, the trouble is that they want to re-image it due to the pace-of-death at which it operates at. How am I ever going to find a spare 72 hours to sit and re-save all of my files somewhere else, when the computer is so painfully slow?! Currently, I have not found the answer to this question. I am open to suggestions. Okay, I am done griping.
            Technology does play a role in the classroom; that’s inarguable. However, I am still searching to find a consistent, fair, effective way to best utilize the four student computers that I have in the back of my room. It seems like any time kids are on the computers, they are the same kids that I noticed on them the day before. This is logical, because the same kids pretty much finish things first. I am all ears for stations or “systems” that work to fix this scenario. One thing I need to work on is letting go of some control, because many times a student will be on the computer for a mere 4 minutes and if I am starting to teach something I don’t want them to miss it and I ask them to join us. So, I need to give them more independence, but on the same hand I need to be able to trust that they are going to the specific sites and working on the specific skills that I have asked them to. Thre is a great site for all subjects and, I believe, K-8 that is www.softschools.com. It is loaded with printable worksheets that you can custom make, (similar to EdHelper), also the “games” on this site are 85% educational and 15% game, if you know what I mean. IN my opinion, a lot of the “educational games” that exist are exactly the opposite- 15% educational and 85% game. That is just one of the many reasons I always personally check out the sites and play the games before I have a student do so.
             We have been working on weather-related PowerPoints, and the kids are loving it!!! They think PowerPoint is so cool, which is really great. They get so psyched to work on their projects, meanwhile they are learning a ton about weather and about making PowerPoints- which is a pretty vital skill in today’s world. I plan to continue crossing technology and core subject areas, to advance their knowledge of both.  As the year progresses, and my students take on more technology projects, I will keep you posted about their successes.

#1. Facilitate and Inspire Student Learning and Creativity January 28, 2009

Facilitate and Inspire Student Learning and Creativity

Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments. Teachers:

a. promote, support, and model creative and innovative thinking and inventiveness

b. engage students in exploring real-world issues and solving authentic problems using digital tools and resources

c. promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning,

and creative processes

d. model collaborative

 

The general concept of Teacher Standard #1 can be encompassed in the following statements, “Teachers are expected to continuously promote and advance the technological abilities of their students.  Teachers are responsible for providing a learning environment that fosters in students a desire to progress intellectually and technologically.”  At least that is my interpretation of the first standard.  Basically, I think they are saying that it is crucial that teachers encourage student growth – in all areas.  But, they should do so in a way that does not cause students to shy away from anything that could potentially help them advance in the long run. 

The key element, in my eyes, is that teachers must understand fully the ins-and-outs of what they are attempting to “teach” to students- prior to implementing it in the classroom.   Also, it is important for teachers to be realistic about the extent to which they expect students to master technological concepts.  True technological advancement demands a sense of relevance, meaning and worldly-worth.  Otherwise, it is debatable whether it can be deemed advancement at all.  (I know I get a little hot about this stuff.  But, there is so much fluff out there.) 

Concerning my willingness to implement technology within my classroom, I can honestly say I am all for it.  But, once again I must stress I am “all for” relevant technology.  For example, I think it is more important for a 4^th grader to understand how to format a Microsoft Word document and create a 6 – 10 slide PowerPoint, than it is for them to know how to play WarCraft or hold their own in a chat room.  So, what it really comes down to- in my eyes- is relevance to the daily life of the individual. 

Hindrances:  First of all, it is unbelievable to me that it can take a 4^th grader forty minutes to upwards of an hour to write a measly 3 – 5 sentences.  (I wish I was trying to be humorous.  Unfortunately… that’s not the case here.)   I must go on to say that the 3 – 5 sentences that I previously referred to are not necessarily spelled correctly or grammatically legit.  Ouch!  I know.  However, I have sent kids back to work on a computer in my classroom, only to find that after a ridiculous amount of time they have only managed to bleed out a meager four sentences.  So, often I find myself getting frustrated because it is difficult to get everyone rotated through the four computers in our classroom.  Am I complaining?  No!  I have four super computers, and in I know I am fortunate to have them right in my classroom.  But, the students’ Word capabilities and the speed at which they navigate through the process of typing a composition, changing the font, formatting, etc. could definitely be improved upon.