Chapter 6 Reflections

I'll admit that I take my internet access at home for granted.  When I first used the internet at age twelve, I didn't really think anything of it, because the school system didn't quite implement it yet.  All I used it for at the time was for e-mailing my relatives.  As I got older, I began to realize its potential for information, especially in high school and college.  Now that I want to be a teacher, I have to think of ways for my students to effectively and appropriately use the internet.  With the implementation of broadband connections and increasing availability, "free education has never been so accessible" (Myers 2011).  So a students learning doesn't begin and end in the classroom, it's an occurence that is consistent with time.  However, there are students who won't use the internet appropriately and as an educator, one needs to know how to prevent this.  At the Dare County Alternative School, the students are each given a laptop to use.  It's supposed to be used for schoolwork only, but most of them do play games on it or browse inappropriate content.  Students are to use computers by following a school's Acceptable Use Policy (Morrison and Lowther, 2010).  So the school implements a firewall that blocks websites based on their content and it also has a program that allows the teachers to view what the students are doing on their laptops without them knowing.  Teachers are then able to take control of the laptop and exit out of the program or game that their playing.  Unfortunately, some students know how to bypass the firewalls or they just simply log back into the game after the teacher closes it.  I once had to take a students laptop away, because he kept playing music with vulgar lyrics after I warned him a couple times to turn it off.  I use many different features on the Web, for example to take an online class at East Carolina University.  I also use it for communication between friends and relatives via social networks or e-mail.  Yet mainly, I use the internet for research and for keeping up to date on current events.  There are many different tools and websites that I can use for each of these features, and when I become an educator I plan on using more features, such as creating a class website or Wiki. 

Bibliography:
1.  Morrison, G., & Lowther, D. (2010). Integrating computer technology into the classroom: skills for the 21st century . (4th Edition ed., p. 30). Pearson.

2.  Myers, Courtney Boyd "How the Internet is Revolutionizing Education" May 14, 2011 thenextweb.com retrieved from: http://thenextweb.com/insider/2011/05/14/how-the-internet-is-revolutionizing-education/

Chapter 4 Reflections

Thus far this semester I've researched and learned about many different educational software and tools that can be used in the classroom effectively.  One question that can pop into a teacher's mind is how to know which program will be more effective in their classroom.  It'll obviously depend on what the subject material is, like a history class won't use graphic design software too much.  So the program I would choose for my class would most definately be word processing.  Word processing programs such as Microsoft Word helps students save time, enhances document appearance, allows sharing of documents and allows collaboration of documents (Roblyer and Doering 2010).  For a liberal arts class, this is a great tool for students, because they are able to submit organized and presentable papers.  It doesn't necessarily mean the paper was well written, but the program does allow it to be shared easier for peer review.  There are other programs I would use such as, spreadsheets and presentational, but not all students have access to them outside of school because of the programs cost.  A written report would be easier for a student to work on.  I believe it's important for students to learn how to use these programs at an early age, because it'll allow them to get familiar with the software.  Every program has multiple functions, and it can be overwhelming for anybody to learn how to use something on short notice.  Teach students the basic functions of those programs, allow them to experiment, that way they're able to use it more effectively later on during their education or even during their careers.  Mary Beth Hertz, a K-8 technology teacher in Philadelphia, says that fourth graders should be developing basic computer skills, such as typing, word processing and presentations (Hertz 2011).  So how would a teacher further their development?  I honestly doubt the average elemtary grade student uses word processing programs or presentational progams during their summer break, so they most likely need to be re-familiarized with some computer functions every year.  I don't believe that technology can improve a students standardized test scores, because technology is an educational tool, not the provider.  I do believe that it can assist the students in their education, which has the potential to improve their test scores.  Technology allows us to get away from the traditional teacher based education, where all they do is read from a textbook.  A recent study suggests that a blended learning program, a mixture of traditional classroom with technology based, does help a student improve basic algebra skills (Sheridan 2013).  I can't help but wonder what would a technology-only based classroom be like?  What kind of results would they get from that?

Bibliography:
1.  Roblyer, M.D. and Doering, A.H. "The Impact of Word Processing in Education" July 20, 2010 Pearson Allyn Bacon Prentice Hall retrieved from: http://www.education.com/reference/article/impact-word-processing-education/

2.  Hertz, Mary Beth "Great Tech Expectations: What Should Elementary Students Be Able to Do and When?"  July 13, 2011 George Lucas Educational Foundation.  retrieved from: http://www.edutopia.org/blog/elementary-technology-skills-mary-beth-hertz

3.  Sheridan, Kelly "Blended Learning Improves Test Skills: Study" August 13, 2013 Information Week.  retrieved from: http://www.informationweek.com/mobile/mobile-devices/blended-learning-improves-test-scores-study/d/d-id/1111129?

Mmmmm Delicious...

When searching for educational sites on the internet, I was amazed at the amount of material that popped when I simply typed in "educational websites" on Google.  The problem with this is that one has to check on the items that pop up in order to make sure that they are legitimate educational sites.  When I first started using the internet as a source, my instructors told me the only sites you could rely on at the time were the ones that ended with either .net, .gov or .edu.  Yet as time progressed the internet grew exponentially, so it was inevitable that websites ending in .com could become reliable sources.  This can be a challenge for a teacher, because they don't want to use material that is incorrect.  Textbooks are known for having inaccurate and inconsistent information, so it's a certainty that the internet will have information that is erroneous.  Therefore it's easy to find educational sites, but it can be difficult to find ones that are reliable.  For example, Wikipedia.com is a great website to find sources, but it is not to be used as a source itself.  I did find some websites that claimed to be educational only to end up being a retail site for educational products.  When I was researching products to assist children with special needs, I found more websites to sell the products as opposed to ones that offered any serious information on the items.  I believe the Web 2.0 sites are great, because before these websites were created, Microsoft pretty much had a monopoly over word processing and presentational programs through Microsoft Office.  The disadvantage to their programs is the cost, it's outrageous.  So the Web 2.0 sites such as Prezi, Piazza, and Googledocs are great for people who don't have the money to purchase the software.  There is one catch to those websites though, one does need to have a reliable internet connection, because if the web goes down, then they can't access those websites.  The sites I picked weren't listed on anyone else's Delicious page, probably because I was looking for educational websites that were relevant to my topic of study, social studies.  So the CNN Student News page is important for this subject, because it deals with current events.  What I liked about the websites I picked is that they encompass everything, I know Youtube may not be the best one, but it's great for finding tutorials and documentaries on certain topics.  There are many different history and science documentaries listed on that website, that's why it's a valuable tool.  Also when it comes to finding primary sources the internet is invaluable, because there are many websites that contain public documents for people to freely view.  These can be notes from a government meeting or a Civil War soldier's letter to his mother.  I would never entirely rely on the internet to be the educational focus of my classroom, but it will definately be an invaluable tool.  It can help students become more engaged in the current topic, especially in a student centred classroom. 

Bibliography:
Mitra, Sugata "The internet can harm, but can also be a child's best tool for learning."  The Observer Saturday November 2, 2013.  retrieved from: http://www.theguardian.com/commentisfree/2013/nov/03/child-safety-internet-web-access

Random thing stuck in my head.

I got called in to sub quite a bit this past week, and for whatever reason I keep getting this random song stuck in my head.  Especially after one day when some kid tried figuring what kind of music I like.  He kept playing rap and pop songs, which I honestly cannot stand.  It also reminded me of a conversation I recently had with a coworker about how shows like "American Idol" and "America's Got Talent" are ruining the next generation of musicians.  Dave Grohl, the lead singer/frontman of Foo Fighters and the former drummer of Nirvana, said the same exact thing (I'll find the quote he had).  The main reason is because people are getting their dreams shattered by going up in front of the judging panel only to have them say that they're terrible at singing.  Some of greatest bands got their roots in someone's garage, they didn't sound good at first, but they got better with practice and then they got recognition and some of them became the most influential bands of their time.  Dimebag Darrel was the lead guitarist of the heavy metal band Pantera, when they first started, he didn't even know how to play the guitar, but he's considered one of the best guitar soloists of all time!  The Beatles only knew one chord when they first started, and 50 years later, people still talk about how great they were.  The beauty of music is that you create what comes to mind, that's what makes all music unique.  Beethoven went deaf, but he still continued to compose music, Ray Charles was blind, but that didn't stop him.  I guess my point with all this is that the only barriers to creativity is the individuals own mind.  I went to high school with the band The Lumineers, I don't like their music, but how they got started is a perfect example on what I'm talking about.  Anyways here's the song I keep getting stuck with.  Nine Inch Nails: Terrible Lie.

Chapter 5 Reflections

So here we are Chapter 5 and my reflections...

1.  How can I get students to ask questions about the research they are conducting?
It all depends on the kinds of questions that need to be asked and what the research is all about.  This is all critical thinking starting with the most basic of questions, "Why is this important for me to know?"  So say we were doing a project on the 2012 Presidential Election, definately an important event that affects everyone.  My students would start off creating questions for themselves such as, "What does each candidate stand for and what issues are important to me?"  This can also be done with the local elections for the students to learn about how governments decisions affect society, and at the neighborhood level, the students could also come up with questions for the various candidates.  This is a case where the research and analysis effects the students and possibly even the school.  Not only would this help students ask questions on their research, but an educational environment based on this project would also come to fruition.  One that could involve the entire school and the community.  Developing a research project and objectives is difficult, especially when trying to create an environment where the student that learning is necessary (De Marzio, Grinberg and Laverty 2006)

2.  How can I teach my students to solve problems?
I found a strategy for problem solving at Teachervision.com and it has a list of steps to take. 
1. Understand the problem.  I would present the material to the students and identify the problem that they are to solve.  During this step I would make sure that they understand why this is important to them and how it'll help in their education.  Also on how it relates to the subject I'm teaching.
2. Describe any barriers.  What this would entail is what is creating the problem and what is and can prevent it from being solved.  For example, would the results be biased or inaccurate? 
3.  Identify various solutions.  This would be where the class will research the problem and possible solutions that have been presented for it.  They would discuss and determine which solutions are plausible and which ones are not.  The students would be engaged in classroom discussions after doing their research on the computers.  After they decide what solutions to put into play, they then test each idea.
4.  Try out a solution.  What I would do in my class would to divide them all into groups and assign them the various solutions that were decided upon.  They would then test them out either through experiments or scenario's, and then report on their results.  During this stage, the students would also discuss why a solution worked or didn't work, or what could have made one better than the other. 
5.  Evaluate the results.  During this period, the students would then present their findings and compare results with the various solutions that were attempted.  They would then decide upon what solution came up with the best results and then report on it.  "The key consideration for this portion of the problem solving process is not how to present the findings, but rather what to present."  (Lowther and Morrison 2010).

3.  I've never used an inquiry-based approach, much less computers-so how is a teacher supposed to do both of these at one time?
An inquiry based approach is what I plan on using at all times when I become a teacher, it's essentially the Socratic Method where the students are as engaged with the material along with the teacher.  The use of computers allow this method to be used easier, because in a traditional classroom the teacher is the sole source of information where the students listen and retain that information (Educational Broadcasting Sytem 2004).  Years ago before computers were first used as an educational tool, the main source of information for the students was the teachers and whatever books were around on their subject material.  Yet the students most likely assumed the teachers read all those books, so therefore knew the subject material inside and out.  The advantage of having so much information at one's disposal on the computer is that it is a nearly limitless amount of information and knowledge that the students can grasp.  Therefore when a teacher presents a problem or an objective the pupil can then inquire on the subject material with the teacher's guidance.  This is a major advantage compared to the traditional teacher-centered classroom because the students not only gain knowledge but they also learn to use it and develop life skills.  Therefore they gain wisdom, which is quite possibly the highest achievement a teacher can accomplish with his/her students. 

Bibliography:

1.  Morrison, G. and Lowther, D. (2010) Integrating Computer Technology into the Classroom: Skills for the 21st Century.  (4th Edition, page 140). Pearson

2.  Laverty, M., De Marzio, M. and Grinberg, J.  (2006) Common Questions and Disparate Voices: A Philosophical Conversation on Education.  (Custom Edition for Montclair State University page 51) Pearson.

3.  Fredericks, A.  (2005)  The Complete Idiot's Guide to Success as a Teacher.  Penguin Group
https://www.teachervision.com/problem-solving/teaching-methods/48451.html

4.  Thirteen.org (2004) Workshop: Inquiry Based Learning.  Educational Broadcasting System
http://www.thirteen.org/edonline/concept2class/inquiry/index.html

Yes I know, I've been lazy...

Yesterday in school, some of students in the class I was subbing for was doing a project on heroin.  I guess because of the recent death of Phillip Seymour Hoffman.  Now the teacher had a bulletin board with him on it the word genius was used to describe him.  I thought "Hmm, if he was a genius, then shouldn't he have known the effects of heroin before he overdosed?"  I know this is a naive question, but I seriously can't understand why the word "genius" was put next to "drug addict."  So it got me thinking about the various actors and musicians who died of drug overdose.  So I asked them if they ever heard of Kurt Cobain, Layne Staley, or even Chris Farley?  They said no to each and every one of them, I was somewhat shocked I might add.  So here's some stuff I grew up watching and listening to.  ENJOY!!!

Alice in Chains, Down in a Hole.  RIP Layne Staley (1967-2002)

Nirvana, Where Did You Sleep Last Night?  RIP Kurt Cobain (1967-1994)

And of course, the sad clown himself, Chris Farley.  (1964-1997)

IN A VAN DOWN BY THE RIVER!

Lessons of Chapter 2

1. How do I plan an integrated lesson that will work with my students?
With every curriculum and lesson plan, the teacher needs to think of what will and will not work with their students.  The "NteQ Model" (Morrison and Lowther, 2010) provides a guideline as to how to setup an integrated lesson plan.  I guess it would all depend on the subject material as to how I would setup a lesson plan to integrate technology skills, therefore the teacher has to plan ahead to determine when technology is a useful part of the lesson.  Being a History major, I've had to do a number of research papers and projects, which inevitably resulted in extensive use of computers to locate proper sources for my topic.  I would use technology in a curriculum to be used as a source of information or to assist in locating sources.  Jstor is a great site that many universities use to publish various articles and thesis writings from professors and grad students alike, it's basically an online library that has material on almost every topic.  I would use this as a way to teach my students how to organize and compare sources based on the writers perspectives.  This would also be a great way to educate them on figuring out whether or not a source is actually credible.  One could also use the internet to post your entire lesson plan and schedule on a site where your students can easily access it.

2. Why do I need objectives to help with my planning and lesson development?
When creating a lesson plan or a curriculum, I would assume that the teacher has a goal in mind as well as objectives in order to reach that goal.  When talking to students about history, they always ask me, "Why do I need to know this?"  It's a valid question that educators need to ask themselves before setting the standards and developing a classroom goal.  "Although students come into classrooms with their own achievement goals, their goals also are influenced by teachers’ goals." (Brem, Duggan, and Hussman 2005).  What this means is that the teacher provides motivation to students who would possibly only do mediocre work, so the teacher tries to set a goal for the students.

3.  How can I encourage my students to engage in the processing of information?
This is a tricky question for me, because it's hard to get students to process historical information and facts.  History can be taught by not being purely Sophist, so the teacher has to be creative when using the Socratic Method when discussing the Civil War (De Marzio, Grinberg, and Laverty 2006).  It's boring to pour over countless diagrams and information that seems pointless to some people.  Technology can help with this, because a student can look up specific information by simply typing it in. 

4.  Do I have to use a different lesson plan when I want my students to use computers?
No, a lesson plan should be flexible and quite frankly it has to be just in case something in schedule changes (snow day) or even when the class is having a hard time with a certain aspect of a topic.  A lesson can still be taught while integrating technology; the teacher could decide to do a Powerpoint presentation at the last minute and still cover what was planned.  I do believe that this does have an issue with teachers relying on the computer to provide the lesson.  Computers are not to be used to provide education, they are an educational tool (Lowther and Morrison, 2010).

5.  What is the relationship between objectives and computer functions?
The relationship between objectives and computer functions all depends on what the lesson plan has created.  There could be some classes that'll be more computer based to do research, word-processing, or presentations whereas others may be more traditional.  It really is up to the instructor on how he/she wants their students to use technology in regards to educational purposes.

6.  Can you use a computer for every objective or lesson?
This question reminds me of the movie "The Matrix," because the characters could learn anything and everything off of the supercomputer.  I remember one scene where the woman had to learn how to fly a helicopter, so the operator loaded a disc into her, for lack of a better word, brain and literally uploaded all the information on the chopper.  Can it be done?  I believe it could, but I also feel that it would take away from mental stimulation and traditional classrooom experience.  Students and teachers can communicate via the internet, but that takes away from having a full on eye-to-eye conversation where you can read someone's emotion or see their reaction upon learning something valuable.  One school I sub at in Dare County seems to base its entire curriculum on Apex Learning which is mostly on the computer.  I don't know the reason why, maybe it's to help these students learn at a more comfortable pace, but in my opinion it takes away the teacher's role.  If a teacher becomes less involved with the actual instruction of the student, then their purpose as a mentor or a role model is diminished, because the student is getting their information from a screen instead of from human interaction.  To me this degrades the classroom setting, and it is something that I hope never fully comes to pass.

Bibliography:

1.  Morrison, G., & Lowther, D. (2010). Integrating computer technology into the classroom: skills for the 21st century . (4th Edition ed., p. 30, Chapter 2). Pearson.
2.  Laverty, M., De Marzio, D. & Grinberg, J. (2006).  Common Questions & Disparate Voices: A Philosophical Conversation on Education.  (Custom Edition for Montclair State University) Pearson

3.  Husman, J., Brem, S. & Duggan, M.A.  (2005).  Student Goal Orientation and Formative Assessment.  Academic Exchange Quarterly 2005, University of Arizona.
http://www.rapidintellect.com/AEQweb/5oct3047l5.htm