The lesson and accompanying videos I viewed at INTIME is something that I could definitely adapt to use in the classroom. The lesson called for students to publish haiku in a class anthology through a site called Avid. Students record their voices reading the haiku and add images and sound (music) to the class anthology. Students made decisions as a whole class and in small groups. The classroom seemed to be set up with computer stations as well as collaborative work areas. I was impressed with this 9th grade classroom. (There are only 41 kids in this Kansas high school, and the teacher teaches English in grades 7-12.)
As we write haiku during our poetry unit in spring, I think a class anthology would not only be feasible, it could be relatively easily incorporated. Although I would not use Avid, at it costs to use the service, I am confident I could use a free site, such as Prezentit, that would serve the same purpose. We could make our class anthologies available on-line to parents, teachers, etc. thus creating an authentic audience. I like that the teacher in the video assessed students' haiku and gave daily grades to students based upon personal and group progress and participation. Students were afforded opportunities to be decision-makers and critically think which provided a plethora of opportunities for students to feel ownership on the project. The materials necessary to creating the anthology--computers, audio recording technology and Internet image and sound sources--should be easy to get my hands on as well as a free site conducive to the project. A sound source that is suggested for school use is Soundzabound. It offers royalty free music which helps students understand some of the ethics involved in using technology.
In fall we also write Where I'm From poems as well as 6-Word memoirs that afford themselves to this type of project. I offered, as extra credit, an option for students to present these products in a tech savvy fashion. Next year, I'd like to have students work collaboratively and change the assignment a bit so that all students are collectively exposed to technology, especially as we don't have a technology class offered to all students in our middle school. My students technology capabilities are greatly varied and quite "sad" in some situations.
Thursday, December 31, 2009
Thursday, December 10, 2009
Spreadsheets and More!
Spreadsheets, prior to class this week, were not something I'd ever thought to integrate into my English and/or literature classes. Now, that we've been asked to find a way to integrate spreadsheets into our content areas, I've been wracking my brain for ways to include them. I've got nothin'! If anything, I feel as though I'd be forcing something (spreadsheets) into the content instead of using technology to enhance the content. So, if anyone has any ideas, please share!!!
Our district at one point subscribed to NetTrekker. Due to lack of use and/or interest the subscription wasn't renewed. (I remember that NetTrekker wasn't useful for the content I teach and similar resources could be located in free locations.) I did find a way to use spreadsheets for students to create a visual image using Excel. I could offer this as an option to students during one of our English units where students are provided the opportunity to create a visual image of choice with/in their media/technology of choice. Thinkfinity provides resources and ideas similar to NetTrekker and is free; it's a go to for many of my colleagues.
I am excited about receiving the Blogging in the Classroom book I ordered a few weeks ago. It should provide some Winter Break reading enjoyment. I'm also considering ordering Using Google and Google Tools in the Classroom. Our class is providing a plethora of resources and information, but I am a sucker for books!
Chapter 5 in Supporting Learning with Technology gave me a lot to consider. I think sometimes in the rush of the day and the need to get through units and get things done, I fall short at supporting enough thinking outside of the box and opportunities for students to extend their learning beyond the unit requirements. Each year I try to add more to the classroom, whether it's differentiating another lesson through offering more opportunities for products, etc. or displaying more student work to help create our print rich environment.
On a side note, my husband, who works with Excel daily, was motivated this week to learn something new! We located a video on YouTube that walked him through the process of working with formulas in a new way to display negatives in red. We're learning together!
Our district at one point subscribed to NetTrekker. Due to lack of use and/or interest the subscription wasn't renewed. (I remember that NetTrekker wasn't useful for the content I teach and similar resources could be located in free locations.) I did find a way to use spreadsheets for students to create a visual image using Excel. I could offer this as an option to students during one of our English units where students are provided the opportunity to create a visual image of choice with/in their media/technology of choice. Thinkfinity provides resources and ideas similar to NetTrekker and is free; it's a go to for many of my colleagues.
I am excited about receiving the Blogging in the Classroom book I ordered a few weeks ago. It should provide some Winter Break reading enjoyment. I'm also considering ordering Using Google and Google Tools in the Classroom. Our class is providing a plethora of resources and information, but I am a sucker for books!
Chapter 5 in Supporting Learning with Technology gave me a lot to consider. I think sometimes in the rush of the day and the need to get through units and get things done, I fall short at supporting enough thinking outside of the box and opportunities for students to extend their learning beyond the unit requirements. Each year I try to add more to the classroom, whether it's differentiating another lesson through offering more opportunities for products, etc. or displaying more student work to help create our print rich environment.
On a side note, my husband, who works with Excel daily, was motivated this week to learn something new! We located a video on YouTube that walked him through the process of working with formulas in a new way to display negatives in red. We're learning together!
Saturday, December 5, 2009
This week's class work (Internet searching and online word processing, in particular) has my mind abuzz with ideas. The additional information I've gathered this week, as well as some new search engines for my students to play with, with undoubtedly enhance our research unit in spring. I am anxious to add some visuals to our librarian's research presentation, such as Better Searches and Advanced Searches. I think these, or something similar, will work terrific as a lead in to further discussion and modeling, as well as investigating.
The idea of online word processing is intriguing and exciting. As I said in our class forum, "So often my students want to save their work to take home but do not have a flash drive or have lost their flash drive. Many times I then need to access their docs from their school folder and then e-mail the docs home for students to complete there. THEN, students who haven't located their flash drive e-mail me their docs from home to save in their school folder. It becomes quite a nightmare. These types of programs disallow excuse making and allow students to be accountable for their work, as it's either there and done or it isn't."
Undoubtedly, my students are going to reap the benefits of my new found knowledge of Internet searching and online word processing. I plan to volunteer my English classes to be one of the "guinea pig groups" to see how well allowing students to sign up for g mail works, so we can try out online word processing!
Our textbook, Supporting Learning with Technology, has provided some interesting sites for perusal but honestly, mostly makes me feel bogged down in detail...in reading that seems to go on and on.
The idea of online word processing is intriguing and exciting. As I said in our class forum, "So often my students want to save their work to take home but do not have a flash drive or have lost their flash drive. Many times I then need to access their docs from their school folder and then e-mail the docs home for students to complete there. THEN, students who haven't located their flash drive e-mail me their docs from home to save in their school folder. It becomes quite a nightmare. These types of programs disallow excuse making and allow students to be accountable for their work, as it's either there and done or it isn't."
Undoubtedly, my students are going to reap the benefits of my new found knowledge of Internet searching and online word processing. I plan to volunteer my English classes to be one of the "guinea pig groups" to see how well allowing students to sign up for g mail works, so we can try out online word processing!
Our textbook, Supporting Learning with Technology, has provided some interesting sites for perusal but honestly, mostly makes me feel bogged down in detail...in reading that seems to go on and on.
Sunday, November 29, 2009
Techie Learns about "New" Technology Tools
This week we were asked to look at a variety of graphics and presentation software. Above is the first graphic I have ever created! (Yes, I am proud of myself!) The graphics software provided me with oodles of ideas of how to use the software in my classroom to enhance lessons as well as to allow students to show me what they know. I think the graphics programs will also allow me another avenue in which to differentiate as well. I chose to use ToonDoo to complete my graphic and couldn't have been happier with the tool or the product. I am excited to explore BookMaker within ToonDoo to see if it would be an option for our creative decision narrative unit later in the school year. I also think the Trait-R character building tool within ToonDoo will be a nice addition to the narrative unit regardless. (I am hoping by that point our middle school will have ironed out any issues with students creating g-mail accounts, and ALL students will be able to create one.) Putting a face with the characters my students use in their stories will help to bring the character's to life and hopefully in turn enliven the characters' within the text of students' stories. I am hoping to use my personal professional development hours to explore the graphics programs further to consider their applicability to the classroom--as enhancement to the content.
The presentation assignment had me in a bit of a tizzy. I explored four programs before finding one, PreZentit, that fit my needs. Some of the presentation programs seemed geared toward "business" people. Thinking from a student's perspective, I was looking for something that didn't seem scary, boring, or daunting from the get go. As I didn't have a PowerPoint to upload to a presentation program, I needed to find a program in which I could relatively easily create a presentation from scratch. Remembering from class to keep presentations short and the information on each slide to a minimum, I created a presentation to enhance the introduction of six-word memoirs this week in English. The presentation I created can be found at http://prezentit.com/techie2b/1. Every year I have my students create a visual to enhance their six-word memoirs. I intend to create a class presentation with all students' memoirs with their (school-appropriate) image of choice in the background. We could then share the presentations with parents via e-mail! I know the students would get a kick out of this!
The first two chapters of the book were interesting. It caused me to reflect upon my own classroom practices and I (shamefully) realized I didn't take my English classes to the computer lab ONCE in the first quarter of school! I fully realize that students respond best when they're engaged and challenged and that technology can easily fill these shoes. Currently, there is a focus in our district to more purposefully include 21st century skills in our lessons as we're revamping curriculum. I realize I could be doing more with technology to help support content learning, but time is my issue. Just as students need time to learn, I need time to learn as well. Much of the content of the first two chapters resonated what our district's big push the last couple of years--differentiation. As I only have one computer in my classroom, I am looking forward to exploring Sunburst to help make the most of the computer I have. As we spend about six weeks researching in spring, I also want to check out Kids Click for lists of student-evaluated Web sites. Two of the most exciting things I obtained from the reading were the terms JIT and Slam Dunk lessons. I intend to switch up my mini lesson terminology for something more exciting and more engaging.
Sunday, November 8, 2009
CEdo510 Reflection
I set out in this program on a personal mission to better my classroom environment--to better meet the needs of my increasingly tech savvy students and become more confident and knowledgeable in regard to computers. Prior to the course actually beginning, I was petrified, especially after previewing and contemplating our assignments. Now that the course is coming to a close, I feel better about some things and worse about others.
The Under the Hood assignment was terrifying, and I was so glad the tower for my old Sony was still collecting dust in the basement! At this point, I don't see any immediate bearing this assignment had on me, but in the future if I need to crawl under a hood, I won't be scared. (I have to admit that I didn't get the Sony back together in "working order.")
The Boot up Survey was eye opening and educational. It helped to ease the bit of fear I encountered when I needed to change the boot order of my computer in order to boot an alternate OS. I was frustrated that in the Boot Up Survey, I wasn't able to see more similarities and make more connections. I felt like I was looking for something that wasn't there and am still unsure whether I noticed what I needed to when comparing the class results.
I thoroughly enjoyed the Triumph of the Nerds episodes. I have a greater appreciation of computers as well as technology, due in part to watching these. Some of my students have recently been amazed at my knowledge of computer history! Resulting as well from viewing the episodes is a desire I have to keep in the loop of up-and-coming technology--to be "in the know." This will undoubtedly help me in the classroom.
The OS assignment was by far the most frustrating and time consuming. There is so much information available on these alternate OS's that I wonder if we could have investigated a couple and reported our findings and then worked with and downloaded our one favorite, instead of two. I was pleased to successfully create a LiveCD; I imagine this may be useful in the future. It feels satisfying to know that there are OSs out that are free!
I thoroughly enjoyed the Component Research, although it may simply be because I got to research Windows 7! I learned a ton from this and cannot wait to purchase a new computer, so I have a Windows 7 edition I can call my own! The district I teach in will be using XP for at least the next three years (no upgrade due to budget); I can't help but wonder if something better than Windows 7 will be available at that point!
The home portion of the Disaster DATA Recovery and System assignment felt a bit repetitive of what we did in the first class, but reiterated the importance of me getting my butt in gear to take the security of our home computer seriously instead of continually moving it down my to-do list. The school portion was a tad overwhelming, only because so much of the language I encountered was hugely unfamiliar. Researching that was like reading an immensely difficult text with a dictionary open right next to it. I think it would have taken me half the time, if I was a smidgen more familiar with some of the language. At some point, I am positive that my knowledge of what it takes to protect a school district will come in handy! I worry though that I should be more knowledgeable as a whole in regard to computer language.
The Viruses and their Cures assignment felt like busy work. Do I think it useful and important to be aware of virus products? Most definitely! I'm not sure how it could be improved as I know its vital to the course.
Overall, I feel more knowledgeable as well as feeling pleased that I climbed over some near impassable terrain without having a hear attack! I definitely learned a lot--the most from the assignments or portions of assignments I struggled with the most. Having to make our presentations available to the class was educational as well as frustrating at times, but I am much more confident in integrating the use of Google docs into my classroom for student use. All the troubleshooting I found myself doing will undoubtedly benefit my students.
The Under the Hood assignment was terrifying, and I was so glad the tower for my old Sony was still collecting dust in the basement! At this point, I don't see any immediate bearing this assignment had on me, but in the future if I need to crawl under a hood, I won't be scared. (I have to admit that I didn't get the Sony back together in "working order.")
The Boot up Survey was eye opening and educational. It helped to ease the bit of fear I encountered when I needed to change the boot order of my computer in order to boot an alternate OS. I was frustrated that in the Boot Up Survey, I wasn't able to see more similarities and make more connections. I felt like I was looking for something that wasn't there and am still unsure whether I noticed what I needed to when comparing the class results.
I thoroughly enjoyed the Triumph of the Nerds episodes. I have a greater appreciation of computers as well as technology, due in part to watching these. Some of my students have recently been amazed at my knowledge of computer history! Resulting as well from viewing the episodes is a desire I have to keep in the loop of up-and-coming technology--to be "in the know." This will undoubtedly help me in the classroom.
The OS assignment was by far the most frustrating and time consuming. There is so much information available on these alternate OS's that I wonder if we could have investigated a couple and reported our findings and then worked with and downloaded our one favorite, instead of two. I was pleased to successfully create a LiveCD; I imagine this may be useful in the future. It feels satisfying to know that there are OSs out that are free!
I thoroughly enjoyed the Component Research, although it may simply be because I got to research Windows 7! I learned a ton from this and cannot wait to purchase a new computer, so I have a Windows 7 edition I can call my own! The district I teach in will be using XP for at least the next three years (no upgrade due to budget); I can't help but wonder if something better than Windows 7 will be available at that point!
The home portion of the Disaster DATA Recovery and System assignment felt a bit repetitive of what we did in the first class, but reiterated the importance of me getting my butt in gear to take the security of our home computer seriously instead of continually moving it down my to-do list. The school portion was a tad overwhelming, only because so much of the language I encountered was hugely unfamiliar. Researching that was like reading an immensely difficult text with a dictionary open right next to it. I think it would have taken me half the time, if I was a smidgen more familiar with some of the language. At some point, I am positive that my knowledge of what it takes to protect a school district will come in handy! I worry though that I should be more knowledgeable as a whole in regard to computer language.
The Viruses and their Cures assignment felt like busy work. Do I think it useful and important to be aware of virus products? Most definitely! I'm not sure how it could be improved as I know its vital to the course.
Overall, I feel more knowledgeable as well as feeling pleased that I climbed over some near impassable terrain without having a hear attack! I definitely learned a lot--the most from the assignments or portions of assignments I struggled with the most. Having to make our presentations available to the class was educational as well as frustrating at times, but I am much more confident in integrating the use of Google docs into my classroom for student use. All the troubleshooting I found myself doing will undoubtedly benefit my students.
Saturday, October 24, 2009
T-n-T Considers Data's Importance
My data is hugely important, but I don't treat it that way. The data I store on my school computer--unit plans, lessons, handouts, schedules, meeting minutes, exemplary student work--is irreplaceable to some extent. Could I survive if all was lost? Yes. But I would experience major frustrations and a lot of lost time recreating everything. The only things I have electronic, back up copies of are those things I save to my flash drive to take home and work on, files that have been attached to e-mails and sent home to work on, or those things I have sent via e-mail to others thus creating a back up copy through that person having a copy. There are no deliberate actions on my part to back up any of my files at school. I assume because data at school is saved on our district's server that the data is safe. (I do have paper copies of most everything I use in the classroom organized by unit in binders in my classroom cabinets.)
The data I store on my home computer consists mostly of photographs and videos which are irreplaceable. The data I have stored at home consists of duplicates of files, folders, etc. I have stored at school as well as some sports/coaching folders. If these things were lost, it wouldn't be that big of a deal. Although a computer crashed a few years ago in our house and we lost photos, videos, and files, we have not been diligent about backing up our "stuff." Immediately after the crash we purchased an external hard drive and transferred our pictures and videos to that, but honestly (and sadly) have not touched that hard drive in over a year. In the first class of this graduate program I moved my school file from my home computer to online storage (DropBox), so I can access it from home and school. Thus those (selected) files are "safe." Some of my school files are on a flash drive I tote between home and school. Truly, there is not a lot of organization nor safety in the way I organize and back up my files, if you consider my efforts an attempt at keeping my files safe! Some of our photographs are located in online picture storage such as Snapfish, Shutterfly, and Walgreens. The photographs that are saved in these spots are the ones I ordered hard copies of for photo books and scrapbooking. I have intentions of transferring our photos and videos to one spot like Motion Box, but cringe at the thought of the time it will take to complete such an endeavor.
Prior to owning a PC, I used multiple, colored floppy disks (which I loved) to save the work I processed on my portable word processor. I also kept hard copies of important documents, such as school papers, in file folders stored in a cardboard file box. Also, prior to owning a PC, my cameras used film, so I faced the issue of trying to keep photo negatives in a safe spot which for me was in a fireproof safe.
I truly do not worry about backing up my files. At this point I am fully aware of the importance of backing everything up, but am unwilling to take the time to do it. Hopefully, I won't regret this choice.
The data I store on my home computer consists mostly of photographs and videos which are irreplaceable. The data I have stored at home consists of duplicates of files, folders, etc. I have stored at school as well as some sports/coaching folders. If these things were lost, it wouldn't be that big of a deal. Although a computer crashed a few years ago in our house and we lost photos, videos, and files, we have not been diligent about backing up our "stuff." Immediately after the crash we purchased an external hard drive and transferred our pictures and videos to that, but honestly (and sadly) have not touched that hard drive in over a year. In the first class of this graduate program I moved my school file from my home computer to online storage (DropBox), so I can access it from home and school. Thus those (selected) files are "safe." Some of my school files are on a flash drive I tote between home and school. Truly, there is not a lot of organization nor safety in the way I organize and back up my files, if you consider my efforts an attempt at keeping my files safe! Some of our photographs are located in online picture storage such as Snapfish, Shutterfly, and Walgreens. The photographs that are saved in these spots are the ones I ordered hard copies of for photo books and scrapbooking. I have intentions of transferring our photos and videos to one spot like Motion Box, but cringe at the thought of the time it will take to complete such an endeavor.
Prior to owning a PC, I used multiple, colored floppy disks (which I loved) to save the work I processed on my portable word processor. I also kept hard copies of important documents, such as school papers, in file folders stored in a cardboard file box. Also, prior to owning a PC, my cameras used film, so I faced the issue of trying to keep photo negatives in a safe spot which for me was in a fireproof safe.
I truly do not worry about backing up my files. At this point I am fully aware of the importance of backing everything up, but am unwilling to take the time to do it. Hopefully, I won't regret this choice.
Wednesday, October 14, 2009
Considering the Future
First, my thoughts of computing in the future classroom may be idealstic and narrow-minded based upon the district I am lucky enough to teach in and the emphasis our district places on technology. I'd also like to pretend that school funding is not an issue that affects what our students have access to. That being said...
Classrooms of the future will put technology more readily in the hands our students--whether it be mini computers for each student or computer stations in every classroom. Students may have access to handheld learning tools such as a TeacherMate. These types of tools and access will allow teachers to differentiate in response to students' needs and readiness and track progress. More teachers will daily use free and/or cheap technology tools to enhance their students' learning. Tools that some of us are using now like Google docs and Clickers, for example, will become the NORM in our classrooms. To meet the changing needs of our students we will be forced to use technology more frequently to keep our curriculum rigorous and relevant. I think i-Pods will become a useful tool in more classrooms allowing multiple students to hook up and listen to stories/books or to listen to/watch podcasts of classes they were absent for or simply need to access again to enhance understanding. (For those interested in i-Pods in the classroom, visit this blog which links you to the iLearn Spring 2009 issue which if chock full of ideas for i-Pods in the classroom.) Students will use their cell phones as learning tools to provide answers for classroom exercises. Social bookmarking sites will be set up so students can share great sites with each other. What is now being experimented with and used by some will be used by all and be the norm. I also think classrooms of the future will be wireless allowing tables to be rearranged to meet collaborative needs.
In my classroom, the use of Google docs will allow students to collaborate with each other more effectively and efficiently. I will also be a more effective instructor as students won't have to wait in physical lines to conference with me. I can access their documents and provide "live" feedback meeting the needs students have for instant gratification. With access to classroom technology students will be able to conference and talk with students and classrooms from around the globe. I will use next to no paper as everything we do in the classroom can be on-line. Students who are absent will be able to access classwork from home. Those that are home-bound can easily join the classroom. Book groups will be held on-line and in school to give access to those who don't have transportation home after the group's meeting. With the use of Google docs, students' work will be readily accessible from any computer for assessment and suggestions. Students working in groups will be able to work together without being in the same home or library. My role as teacher will change to one of less as a giver of information but more of one as guide on the side. Students will do more critical thinking as I will be less in front of the classroom as students work to construct their own knowledge through investigation and question asking.
I wonder when I will familiarize myself with everything I need to know to be able to share with my students all they need to know and have a right to have access to in the classroom?
To prepare my students for this future, I need to model using the technology I have available now. For instance, I shared Google docs with my students and I could feel the excitement. And this was not them using them but simply securing a basic understanding of what they are. When using technology, I need to model skills that lead to effective use of the technology. I need to afford students opportunities to explore technology, such as "play" with a SmartBoard to see what it can do. We can use a social bookmarking site to bookmark sites useful to our spring research, thus creating a collaborative learning community. I can stay in touch with the (future) technology world by checking out sites such as Gizmodo. I will also share what I learn in this Master's program that is relevant to them as learners. Students should see that I am a learner too.
Classrooms of the future will put technology more readily in the hands our students--whether it be mini computers for each student or computer stations in every classroom. Students may have access to handheld learning tools such as a TeacherMate. These types of tools and access will allow teachers to differentiate in response to students' needs and readiness and track progress. More teachers will daily use free and/or cheap technology tools to enhance their students' learning. Tools that some of us are using now like Google docs and Clickers, for example, will become the NORM in our classrooms. To meet the changing needs of our students we will be forced to use technology more frequently to keep our curriculum rigorous and relevant. I think i-Pods will become a useful tool in more classrooms allowing multiple students to hook up and listen to stories/books or to listen to/watch podcasts of classes they were absent for or simply need to access again to enhance understanding. (For those interested in i-Pods in the classroom, visit this blog which links you to the iLearn Spring 2009 issue which if chock full of ideas for i-Pods in the classroom.) Students will use their cell phones as learning tools to provide answers for classroom exercises. Social bookmarking sites will be set up so students can share great sites with each other. What is now being experimented with and used by some will be used by all and be the norm. I also think classrooms of the future will be wireless allowing tables to be rearranged to meet collaborative needs.
In my classroom, the use of Google docs will allow students to collaborate with each other more effectively and efficiently. I will also be a more effective instructor as students won't have to wait in physical lines to conference with me. I can access their documents and provide "live" feedback meeting the needs students have for instant gratification. With access to classroom technology students will be able to conference and talk with students and classrooms from around the globe. I will use next to no paper as everything we do in the classroom can be on-line. Students who are absent will be able to access classwork from home. Those that are home-bound can easily join the classroom. Book groups will be held on-line and in school to give access to those who don't have transportation home after the group's meeting. With the use of Google docs, students' work will be readily accessible from any computer for assessment and suggestions. Students working in groups will be able to work together without being in the same home or library. My role as teacher will change to one of less as a giver of information but more of one as guide on the side. Students will do more critical thinking as I will be less in front of the classroom as students work to construct their own knowledge through investigation and question asking.
I wonder when I will familiarize myself with everything I need to know to be able to share with my students all they need to know and have a right to have access to in the classroom?
To prepare my students for this future, I need to model using the technology I have available now. For instance, I shared Google docs with my students and I could feel the excitement. And this was not them using them but simply securing a basic understanding of what they are. When using technology, I need to model skills that lead to effective use of the technology. I need to afford students opportunities to explore technology, such as "play" with a SmartBoard to see what it can do. We can use a social bookmarking site to bookmark sites useful to our spring research, thus creating a collaborative learning community. I can stay in touch with the (future) technology world by checking out sites such as Gizmodo. I will also share what I learn in this Master's program that is relevant to them as learners. Students should see that I am a learner too.
Sunday, October 4, 2009
Computer History for Trish Zimmel
My first "computer" was a word processor that I received for high school graduation from my parents. It showed a few lines of text on the screen as I typed...I guess it was more of a glorified electric typewriter. I was thrilled I could save things on a floppy! Although I had access to computers on my college campus, I loved and was comfortable with my typewriter and used it for most everything. I mean, it boasted a cover AND carrying handle! ha!
Upon getting married, my husband and I purchased an NEC with our wedding money. Truthfully, I wasn't that excited. Although we had Internet, it was like this strange land of endless information where I didn't often tread--mostly just when I absolutely needed to. I still mainly used the computer for word processing not really understanding, nor wanting or needing to understand, what a computer had to offer. I was pleased to simply have a place I could save my work in folders and readily access that work. I was thrilled I could expose my (toddler) daughter to computer programs like My Very First Little People Farm and Pet Shop. I saw more value in the exposure this offered her than what computer could do for me. My husband and I purchased a couple of trivia games (I don't remember the titles, just that they were addicting!) and, I loved playing solitaire...BTW that computer got fried when our house got struck by lightning!
Once I secured a 4th grade teaching position and updated to an HP computer at home, I still only used the computer and Internet to complete what I needed to for that position. Upon entering the world of middle school, where technology was at the forefront of everything, I finally began to see the computer as a real learning tool for my students and myself. I had a projector in my classroom ceiling and came to see the endless opportunities that offered me and my students.
Upon getting married, my husband and I purchased an NEC with our wedding money. Truthfully, I wasn't that excited. Although we had Internet, it was like this strange land of endless information where I didn't often tread--mostly just when I absolutely needed to. I still mainly used the computer for word processing not really understanding, nor wanting or needing to understand, what a computer had to offer. I was pleased to simply have a place I could save my work in folders and readily access that work. I was thrilled I could expose my (toddler) daughter to computer programs like My Very First Little People Farm and Pet Shop. I saw more value in the exposure this offered her than what computer could do for me. My husband and I purchased a couple of trivia games (I don't remember the titles, just that they were addicting!) and, I loved playing solitaire...BTW that computer got fried when our house got struck by lightning!
Once I secured a 4th grade teaching position and updated to an HP computer at home, I still only used the computer and Internet to complete what I needed to for that position. Upon entering the world of middle school, where technology was at the forefront of everything, I finally began to see the computer as a real learning tool for my students and myself. I had a projector in my classroom ceiling and came to see the endless opportunities that offered me and my students.
Friday, October 2, 2009
Techie in Training Tries on (Some) Technology
Prior to Monday's class, I was completely oblivious to the concept of online file storage. Through reviewing a variety of options, I found DropBox to be the best fit for me. I was so excited to connect home files to my school computer without e-mailing or using my flash drive...only to find that DropBox is a blocked site. I have requested access to the site for file sharing and am waiting to see what our tech dept. decides. I frequently work from home and am excited at the prospect of sharing files with colleagues, especially those who I frequently team up with to teach and plan.
Investigating social bookmarking, although cool in concept, was overwhelming. All the gadgets and features offered by each of the sites are awesome...the amount of articles, etc. are unreal. As an adult, I think the sites could be useful once I become comfortable with them. As far as classroom use...I'd have to find some way to appease the instant gratification most of my students are looking for when using the internet. I think for our spring research project a social bookmarking site would be useful for site sharing but I'd have to find some way to control the chaos that could ensue. The writing of sites on post-its to post on our site share board has always worked in the past albeit a few typing snafus sometimes! StumbleUpon was fun to Stumble through...digging and burying in Digg...The terminology of some of the sites would surely appeal to (some) students!
Web Cams hold great appeal to me individually, but I am still hesitant to use one in the classroom. Reading with and/or to younger children at some of our elementary schools, streaming our storytelling, or talking to an author in a Q/A session are all realistic possibilities for my classroom. I, along with my children, regularly use a Web Cam to talk to my brother, sister, and niece through Skype. Skype is extremely user friendly and offers a lot of features beyond the basics, such as group meetings and instant sharing with Skype contacts through something called InnerPass. I was able to chat this week with a classmate in Google chat...Excellent sound quality and the pop out box is hugely beneficial if you need to talk and work on something, like a Google Docs, at the same time!
Investigating social bookmarking, although cool in concept, was overwhelming. All the gadgets and features offered by each of the sites are awesome...the amount of articles, etc. are unreal. As an adult, I think the sites could be useful once I become comfortable with them. As far as classroom use...I'd have to find some way to appease the instant gratification most of my students are looking for when using the internet. I think for our spring research project a social bookmarking site would be useful for site sharing but I'd have to find some way to control the chaos that could ensue. The writing of sites on post-its to post on our site share board has always worked in the past albeit a few typing snafus sometimes! StumbleUpon was fun to Stumble through...digging and burying in Digg...The terminology of some of the sites would surely appeal to (some) students!
Web Cams hold great appeal to me individually, but I am still hesitant to use one in the classroom. Reading with and/or to younger children at some of our elementary schools, streaming our storytelling, or talking to an author in a Q/A session are all realistic possibilities for my classroom. I, along with my children, regularly use a Web Cam to talk to my brother, sister, and niece through Skype. Skype is extremely user friendly and offers a lot of features beyond the basics, such as group meetings and instant sharing with Skype contacts through something called InnerPass. I was able to chat this week with a classmate in Google chat...Excellent sound quality and the pop out box is hugely beneficial if you need to talk and work on something, like a Google Docs, at the same time!
Thursday, September 24, 2009
Techie in Training Trains Others
Yesterday, I "sold" a colleague on Google docs!
Because our English classrooms are side by side, we team up on occasion by folding away the wall between our classrooms. Our projectors are linked so our classrooms can both see notes, presentations, etc. that we're sharing. BUT he's always the one who gets to control the typing, etc. from his computer. With Google docs we can BOTH control the lesson from our computers live with our classes.
We practiced yesterday...how easily educators can be amused...and sidetracked!
Because our English classrooms are side by side, we team up on occasion by folding away the wall between our classrooms. Our projectors are linked so our classrooms can both see notes, presentations, etc. that we're sharing. BUT he's always the one who gets to control the typing, etc. from his computer. With Google docs we can BOTH control the lesson from our computers live with our classes.
We practiced yesterday...how easily educators can be amused...and sidetracked!
Wednesday, September 23, 2009
WOW, Really
The work we're completing for next Monday's class has put my brain in high gear. Google docs was introduced to our staff last year. Until I HAD to look at the program for class, I ignored it as just something else to place on my to do list. Now that I've tried it, I am beyond excited. The teacher next to me, who I already collaborate a great deal with, and I are going to use Google docs to create our National Day of Writing invite for students. We tried it out today and had a bit of fun with it. (Oh my gosh, I associated technology with fun!) I can easily see how beneficial Google docs could be to my classroom as well as to me professionally. If I can get administrative support for students to use e-mail to potentially log in to Google docs and work out the kinks that may occur, students will definitely be immersed in a variety of real life learning experiences.
Our middle school hosts four computer labs. I am anxious to immerse students in some of the learning that I am exposed to--using Google docs, using a social bookmarking site for shared resources, etc. I can't wait for them to be my guinea pigs. ha!
I am also toying with the idea of creating a Wiki...put students in charge of updating it daily from my classroom. We have a built in silent reading block at the end of our school day which would provide the perfect opportunity for students to update it.
Our middle school hosts four computer labs. I am anxious to immerse students in some of the learning that I am exposed to--using Google docs, using a social bookmarking site for shared resources, etc. I can't wait for them to be my guinea pigs. ha!
I am also toying with the idea of creating a Wiki...put students in charge of updating it daily from my classroom. We have a built in silent reading block at the end of our school day which would provide the perfect opportunity for students to update it.
Monday, September 21, 2009
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